Philippines vs Viet Nam: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Philippines
- Viet Nam
How they compare
Philippines currently reports 325,226 number against 294,097 number in Viet Nam, a difference of 31,129 number.
That makes Philippines's figure about 1.1 times Viet Nam's.
The two have swapped places 1 time across 11 shared years of data; in 1998 it was Viet Nam ahead.
Philippines ranks 10th and Viet Nam ranks 12th of 141 countries.
Viet Nam has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Philippines | Viet Nam | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 99,886 number | 186,874 number | 86,988 number | Viet Nam |
| 2000s | 116,747 number | 282,221 number | 165,474 number | Viet Nam |
| 2010s | 294,620 number | 310,196 number | 15,577 number | Viet Nam |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Philippines or Viet Nam?
- Philippines, at 325,226 number against 294,097 number in Viet Nam as of 2018.
- What is the difference in teachers in lower secondary education, both sexes between Philippines and Viet Nam?
- 31,129 number, with Philippines ahead.
- How many years of comparable data are there for Philippines and Viet Nam?
- 11 years are reported by both, from 1998 to 2018.
- How do Philippines and Viet Nam rank globally for teachers in lower secondary education, both sexes?
- Philippines ranks 10th and Viet Nam ranks 12th 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.