Bangladesh vs Nigeria: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Bangladesh
- Nigeria
How they compare
Nigeria currently reports 229,486 number against 213,674 number in Bangladesh, a difference of 15,812 number.
That makes Nigeria's figure about 1.1 times Bangladesh's.
The two have swapped places 1 time across 6 shared years of data; in 2004 it was Bangladesh ahead.
Bangladesh ranks 14th and Nigeria ranks 11th of 134 countries.
Across the 2 decades both report, Bangladesh averaged higher in 1 and Nigeria in 1.
Head to head by decade
| Decade | Bangladesh | Nigeria | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 190,544 number | 95,095 number | 95,448 number | Bangladesh |
| 2010s | 194,668 number | 229,486 number | 34,818 number | Nigeria |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Bangladesh or Nigeria?
- Nigeria, at 229,486 number against 213,674 number in Bangladesh as of 2010.
- What is the difference in teachers in upper secondary education, both sexes between Bangladesh and Nigeria?
- 15,812 number, with Nigeria ahead.
- How many years of comparable data are there for Bangladesh and Nigeria?
- 6 years are reported by both, from 2004 to 2010.
- How do Bangladesh and Nigeria rank globally for teachers in upper secondary education, both sexes?
- Bangladesh ranks 14th and Nigeria ranks 11th 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.