Bangladesh vs Malaysia: Teachers in post-secondary non-tertiary education, both sexes
Teachers in post-secondary non-tertiary education, both sexes over time
- Bangladesh
- Malaysia
How they compare
Bangladesh currently reports 13,643 number against 6,626 number in Malaysia, a difference of 7,017 number.
That makes Bangladesh's figure about 2.1 times Malaysia's.
Across all 9 years both countries report, Malaysia has been ahead every year.
Bangladesh ranks 6th and Malaysia ranks 9th of 69 countries.
Malaysia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Bangladesh | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1,115 number | 3,142 number | 2,027 number | Malaysia |
| 2000s | 2,505 number | 6,369 number | 3,864 number | Malaysia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, both sexes, Bangladesh or Malaysia?
- Bangladesh, at 13,643 number against 6,626 number in Malaysia as of 2017.
- What is the difference in teachers in post-secondary non-tertiary education, both sexes between Bangladesh and Malaysia?
- 7,017 number, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Malaysia?
- 9 years are reported by both, from 1999 to 2008.
- How do Bangladesh and Malaysia rank globally for teachers in post-secondary non-tertiary education, both sexes?
- Bangladesh ranks 6th and Malaysia ranks 9th of 69 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in post-secondary non-tertiary 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 post-secondary non-tertiary education institutions (ISCED 4). 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.