Argentina vs Malaysia: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Argentina
- Malaysia
How they compare
Argentina currently reports 71,742 number against 61,852 number in Malaysia, a difference of 9,890 number.
That makes Argentina's figure about 1.2 times Malaysia's.
Across all 15 years both countries report, Argentina has been ahead every year.
Argentina ranks 24th and Malaysia ranks 26th of 185 countries.
Argentina has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Argentina | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 16,084 number | 1,641 number | 14,443 number | Argentina |
| 1980s | 36,984 number | 9,066 number | 27,917 number | Argentina |
| 1990s | 52,518 number | 22,168 number | 30,350 number | Argentina |
| 2000s | 67,088 number | 28,616 number | 38,472 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 Malaysia?
- Argentina, at 71,742 number against 61,852 number in Malaysia as of 2008.
- What is the difference in teachers in pre-primary education, both sexes between Argentina and Malaysia?
- 9,890 number, with Argentina ahead.
- How many years of comparable data are there for Argentina and Malaysia?
- 15 years are reported by both, from 1974 to 2008.
- How do Argentina and Malaysia rank globally for teachers in pre-primary education, both sexes?
- Argentina ranks 24th and Malaysia 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.