Argentina vs Kazakhstan: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Argentina
- Kazakhstan
How they compare
Kazakhstan currently reports 81,639 number against 71,742 number in Argentina, a difference of 9,897 number.
That makes Kazakhstan's figure about 1.1 times Argentina's.
The two have swapped places 1 time across 12 shared years of data; in 1981 it was Kazakhstan ahead.
Argentina ranks 24th and Kazakhstan ranks 22nd of 185 countries.
Across the 3 decades both report, Argentina averaged higher in 2 and Kazakhstan in 1.
Head to head by decade
| Decade | Argentina | Kazakhstan | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 32,626 number | 66,850 number | 34,224 number | Kazakhstan |
| 1990s | 57,890 number | 48,710 number | 9,181 number | Argentina |
| 2000s | 65,331 number | 26,403 number | 38,928 number | Argentina |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Argentina or Kazakhstan?
- Kazakhstan, at 81,639 number against 71,742 number in Argentina as of 2014.
- What is the difference in teachers in pre-primary education, both sexes between Argentina and Kazakhstan?
- 9,897 number, with Kazakhstan ahead.
- How many years of comparable data are there for Argentina and Kazakhstan?
- 12 years are reported by both, from 1981 to 2008.
- How do Argentina and Kazakhstan rank globally for teachers in pre-primary education, both sexes?
- Argentina ranks 24th and Kazakhstan ranks 22nd 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.