Bangladesh vs Germany: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Bangladesh
- Germany
How they compare
Bangladesh currently reports 213,674 number against 173,852 number in Germany, a difference of 39,822 number.
That makes Bangladesh's figure about 1.2 times Germany's.
The two have swapped places 5 times across 19 shared years of data; in 1998 it was Germany ahead.
Bangladesh ranks 14th and Germany ranks 16th of 134 countries.
Across the 3 decades both report, Bangladesh averaged higher in 1 and Germany in 2.
Head to head by decade
| Decade | Bangladesh | Germany | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 124,895 number | 168,362 number | 43,468 number | Germany |
| 2000s | 174,190 number | 176,865 number | 2,675 number | Germany |
| 2010s | 204,449 number | 178,821 number | 25,628 number | Bangladesh |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Bangladesh or Germany?
- Bangladesh, at 213,674 number against 173,852 number in Germany as of 2019.
- What is the difference in teachers in upper secondary education, both sexes between Bangladesh and Germany?
- 39,822 number, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Germany?
- 19 years are reported by both, from 1998 to 2018.
- How do Bangladesh and Germany rank globally for teachers in upper secondary education, both sexes?
- Bangladesh ranks 14th and Germany ranks 16th 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.