Algeria vs Dominican Republic: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Algeria
- Dominican Republic
How they compare
Algeria currently reports 18,397 number against 17,522 number in Dominican Republic, a difference of 875 number.
The two have swapped places 1 time across 13 shared years of data; in 1997 it was Dominican Republic ahead.
Algeria ranks 56th and Dominican Republic ranks 59th of 185 countries.
Across the 3 decades both report, Algeria averaged higher in 1 and Dominican Republic in 2.
Head to head by decade
| Decade | Algeria | Dominican Republic | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1,300 number | 8,754 number | 7,454 number | Dominican Republic |
| 2000s | 6,097 number | 9,068 number | 2,970 number | Dominican Republic |
| 2010s | 19,034 number | 12,645 number | 6,390 number | Algeria |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Algeria or Dominican Republic?
- Algeria, at 18,397 number against 17,522 number in Dominican Republic as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Algeria and Dominican Republic?
- 875 number, with Algeria ahead.
- How many years of comparable data are there for Algeria and Dominican Republic?
- 13 years are reported by both, from 1997 to 2019.
- How do Algeria and Dominican Republic rank globally for teachers in pre-primary education, both sexes?
- Algeria ranks 56th and Dominican Republic ranks 59th 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.