Argentina vs Philippines: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Argentina
- Philippines
How they compare
Argentina currently reports 71,742 number against 69,782 number in Philippines, a difference of 1,960 number.
Across all 18 years both countries report, Argentina has been ahead every year.
Argentina ranks 24th and Philippines ranks 25th of 185 countries.
Argentina has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Argentina | Philippines | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 13,198 number | 1,542 number | 11,656 number | Argentina |
| 1980s | 35,988 number | 4,437 number | 31,551 number | Argentina |
| 1990s | 56,914 number | 15,071 number | 41,844 number | Argentina |
| 2000s | 64,415 number | 24,214 number | 40,200 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 Philippines?
- Argentina, at 71,742 number against 69,782 number in Philippines as of 2008.
- What is the difference in teachers in pre-primary education, both sexes between Argentina and Philippines?
- 1,960 number, with Argentina ahead.
- How many years of comparable data are there for Argentina and Philippines?
- 18 years are reported by both, from 1971 to 2007.
- How do Argentina and Philippines rank globally for teachers in pre-primary education, both sexes?
- Argentina ranks 24th and Philippines ranks 25th 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.