Ghana vs North America: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Ghana
- North America
How they compare
North America currently reports 925,726 number against 59,840 number in Ghana, a difference of 865,886 number.
That makes North America's figure about 15.5 times Ghana's.
Across all 20 years both countries report, North America has been ahead every year.
Ghana ranks 34th and North America ranks 35th of 134 countries.
North America has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Ghana | North America | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 12,422 number | 812,593 number | 800,171 number | North America |
| 2000s | 18,434 number | 847,620 number | 829,187 number | North America |
| 2010s | 39,561 number | 915,675 number | 876,113 number | North America |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Ghana or North America?
- North America, at 925,726 number against 59,840 number in Ghana as of 2018.
- What is the difference in teachers in upper secondary education, both sexes between Ghana and North America?
- 865,886 number, with North America ahead.
- How many years of comparable data are there for Ghana and North America?
- 20 years are reported by both, from 1999 to 2018.
- How do Ghana and North America rank globally for teachers in upper secondary education, both sexes?
- Ghana ranks 34th and North America ranks 35th 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.