Argentina vs Bangladesh: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Argentina
- Bangladesh
How they compare
Bangladesh currently reports 213,674 number against 170,708 number in Argentina, a difference of 42,966 number.
That makes Bangladesh's figure about 1.3 times Argentina's.
Across all 10 years both countries report, Bangladesh has been ahead every year.
Argentina ranks 17th and Bangladesh ranks 14th of 134 countries.
Bangladesh has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Argentina | Bangladesh | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 98,635 number | 120,492 number | 21,857 number | Bangladesh |
| 2000s | 129,904 number | 173,614 number | 43,710 number | Bangladesh |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Argentina or Bangladesh?
- Bangladesh, at 213,674 number against 170,708 number in Argentina as of 2019.
- What is the difference in teachers in upper secondary education, both sexes between Argentina and Bangladesh?
- 42,966 number, with Bangladesh ahead.
- How many years of comparable data are there for Argentina and Bangladesh?
- 10 years are reported by both, from 1998 to 2008.
- How do Argentina and Bangladesh rank globally for teachers in upper secondary education, both sexes?
- Argentina ranks 17th and Bangladesh ranks 14th of 134 countries.
- 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.