Caribbean Small States vs Myanmar: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Caribbean Small States
- Myanmar
How they compare
Myanmar currently reports 47,201 number against 18,649 number in Caribbean Small States, a difference of 28,552 number.
That makes Myanmar's figure about 2.5 times Caribbean Small States's.
Across all 11 years both countries report, Myanmar has been ahead every year.
Caribbean Small States ranks 44th and Myanmar ranks 43rd of 45 groups.
Myanmar has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Caribbean Small States | Myanmar | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 13,127 number | 19,637 number | 6,510 number | Myanmar |
| 2010s | 19,788 number | 23,806 number | 4,018 number | Myanmar |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Caribbean Small States or Myanmar?
- Myanmar, at 47,201 number against 18,649 number in Caribbean Small States as of 2018.
- What is the difference in teachers in upper secondary education, both sexes between Caribbean Small States and Myanmar?
- 28,552 number, with Myanmar ahead.
- How many years of comparable data are there for Caribbean Small States and Myanmar?
- 11 years are reported by both, from 2000 to 2010.
- How do Caribbean Small States and Myanmar rank globally for teachers in upper secondary education, both sexes?
- Caribbean Small States ranks 44th and Myanmar ranks 43rd of 45 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.