Canada vs South Korea: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Canada
- South Korea
How they compare
Canada currently reports 141,968 number against 127,560 number in South Korea, a difference of 14,408 number.
That makes Canada's figure about 1.1 times South Korea's.
The two have swapped places 1 time across 14 shared years of data; in 1994 it was South Korea ahead.
Canada ranks 21st and South Korea ranks 23rd of 134 countries.
Across the 3 decades both report, Canada averaged higher in 2 and South Korea in 1.
Head to head by decade
| Decade | Canada | South Korea | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 67,416 number | 96,147 number | 28,730 number | South Korea |
| 2000s | 144,820 number | 118,605 number | 26,214 number | Canada |
| 2010s | 152,888 number | 129,011 number | 23,877 number | Canada |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Canada or South Korea?
- Canada, at 141,968 number against 127,560 number in South Korea as of 2018.
- What is the difference in teachers in upper secondary education, both sexes between Canada and South Korea?
- 14,408 number, with Canada ahead.
- How many years of comparable data are there for Canada and South Korea?
- 14 years are reported by both, from 1994 to 2018.
- How do Canada and South Korea rank globally for teachers in upper secondary education, both sexes?
- Canada ranks 21st and South Korea ranks 23rd 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.