Guatemala vs IDA blend: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Guatemala
- IDA blend
How they compare
IDA blend currently reports 691,913 number against 53,101 number in Guatemala, a difference of 638,812 number.
That makes IDA blend's figure about 13.0 times Guatemala's.
Across all 16 years both countries report, IDA blend has been ahead every year.
Guatemala ranks 39th and IDA blend ranks 38th of 134 countries.
IDA blend has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Guatemala | IDA blend | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 18,922 number | 365,028 number | 346,106 number | IDA blend |
| 2010s | 40,949 number | 648,914 number | 607,965 number | IDA blend |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Guatemala or IDA blend?
- IDA blend, at 691,913 number against 53,101 number in Guatemala as of 2019.
- What is the difference in teachers in upper secondary education, both sexes between Guatemala and IDA blend?
- 638,812 number, with IDA blend ahead.
- How many years of comparable data are there for Guatemala and IDA blend?
- 16 years are reported by both, from 2002 to 2019.
- How do Guatemala and IDA blend rank globally for teachers in upper secondary education, both sexes?
- Guatemala ranks 39th and IDA blend ranks 38th 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.