Nigeria vs OECD members: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Nigeria
- OECD members
How they compare
OECD members currently reports 4.13 million number against 160,941 number in Nigeria, a difference of 3.97 million number.
That makes OECD members's figure about 25.7 times Nigeria's.
Across all 6 years both countries report, OECD members has been ahead every year.
Nigeria ranks 18th and OECD members ranks 16th of 141 countries.
OECD members has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Nigeria | OECD members | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 112,432 number | 3.96 million number | 3.84 million number | OECD members |
| 2010s | 160,941 number | 4.00 million number | 3.83 million number | OECD members |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Nigeria or OECD members?
- OECD members, at 4.13 million number against 160,941 number in Nigeria as of 2019.
- What is the difference in teachers in lower secondary education, both sexes between Nigeria and OECD members?
- 3.97 million number, with OECD members ahead.
- How many years of comparable data are there for Nigeria and OECD members?
- 6 years are reported by both, from 2004 to 2010.
- How do Nigeria and OECD members rank globally for teachers in lower secondary education, both sexes?
- Nigeria ranks 18th and OECD members ranks 16th of 141 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in lower secondary education, both sexes (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of teachers in public and private lower secondary education institutions (ISCED 2). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.