Argentina vs Euro area: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Argentina
- Euro area
How they compare
Euro area currently reports 851,892 number against 71,742 number in Argentina, a difference of 780,150 number.
That makes Euro area's figure about 11.9 times Argentina's.
Across all 30 years both countries report, Euro area has been ahead every year.
Argentina ranks 24th and Euro area ranks 26th of 185 countries.
Euro area has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Argentina | Euro area | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 17,025 number | 461,283 number | 444,258 number | Euro area |
| 1980s | 33,577 number | 496,239 number | 462,662 number | Euro area |
| 1990s | 60,599 number | 560,980 number | 500,381 number | Euro area |
| 2000s | 65,331 number | 681,183 number | 615,852 number | Euro area |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Argentina or Euro area?
- Euro area, at 851,892 number against 71,742 number in Argentina as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Argentina and Euro area?
- 780,150 number, with Euro area ahead.
- How many years of comparable data are there for Argentina and Euro area?
- 30 years are reported by both, from 1970 to 2008.
- How do Argentina and Euro area rank globally for teachers in pre-primary education, both sexes?
- Argentina ranks 24th and Euro area ranks 26th 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.