Myanmar vs Small states: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Myanmar
- Small states
How they compare
Small states currently reports 88,954 number against 47,201 number in Myanmar, a difference of 41,753 number.
That makes Small states's figure about 1.9 times Myanmar's.
Across all 16 years both countries report, Small states has been ahead every year.
Myanmar ranks 43rd and Small states ranks 40th of 134 countries.
Small states has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Myanmar | Small states | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 14,400 number | 50,251 number | 35,851 number | Small states |
| 2000s | 19,637 number | 61,247 number | 41,610 number | Small states |
| 2010s | 38,426 number | 87,542 number | 49,116 number | Small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Myanmar or Small states?
- Small states, at 88,954 number against 47,201 number in Myanmar as of 2019.
- What is the difference in teachers in upper secondary education, both sexes between Myanmar and Small states?
- 41,753 number, with Small states ahead.
- How many years of comparable data are there for Myanmar and Small states?
- 16 years are reported by both, from 1999 to 2018.
- How do Myanmar and Small states rank globally for teachers in upper secondary education, both sexes?
- Myanmar ranks 43rd and Small states ranks 40th 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.