Albania vs Burkina Faso: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Albania
- Burkina Faso
How they compare
Burkina Faso currently reports 5,030 number against 4,820 number in Albania, a difference of 210 number.
The two have swapped places 1 time across 28 shared years of data; in 1972 it was Albania ahead.
Albania ranks 115th and Burkina Faso ranks 112th of 185 countries.
Albania has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Albania | Burkina Faso | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2,713 number | 22 number | 2,691 number | Albania |
| 1980s | 4,750 number | 104.33 number | 4,646 number | Albania |
| 1990s | 4,857 number | 325.67 number | 4,532 number | Albania |
| 2000s | 3,773 number | 1,723 number | 2,050 number | Albania |
| 2010s | 4,533 number | 3,432 number | 1,101 number | Albania |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Albania or Burkina Faso?
- Burkina Faso, at 5,030 number against 4,820 number in Albania as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Albania and Burkina Faso?
- 210 number, with Burkina Faso ahead.
- How many years of comparable data are there for Albania and Burkina Faso?
- 28 years are reported by both, from 1972 to 2019.
- How do Albania and Burkina Faso rank globally for teachers in pre-primary education, both sexes?
- Albania ranks 115th and Burkina Faso ranks 112th of 185 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in pre-primary 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 pre-primary education institutions. 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.