Arab World vs Morocco: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Arab World
- Morocco
How they compare
Arab World currently reports 996,743 number against 72,458 number in Morocco, a difference of 924,285 number.
That makes Arab World's figure about 13.8 times Morocco's.
Across all 9 years both countries report, Arab World has been ahead every year.
Arab World ranks 31st and Morocco ranks 30th of 43 groups.
Arab World has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Arab World | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 622,411 number | 35,319 number | 587,092 number | Arab World |
| 2000s | 767,629 number | 41,364 number | 726,265 number | Arab World |
| 2010s | 1.01 million number | 69,889 number | 941,122 number | Arab World |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Arab World or Morocco?
- Arab World, at 996,743 number against 72,458 number in Morocco as of 2019.
- What is the difference in teachers in upper secondary education, both sexes between Arab World and Morocco?
- 924,285 number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Morocco?
- 9 years are reported by both, from 1999 to 2019.
- How do Arab World and Morocco rank globally for teachers in upper secondary education, both sexes?
- Arab World ranks 31st and Morocco ranks 30th of 43 groups.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in upper 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 upper secondary education institutions (ISCED 3). 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.