Argentina vs Sub-Saharan Africa: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Argentina
- Sub-Saharan Africa
How they compare
Sub-Saharan Africa currently reports 842,763 number against 71,742 number in Argentina, a difference of 771,021 number.
That makes Sub-Saharan Africa's figure about 11.7 times Argentina's.
Across all 11 years both countries report, Sub-Saharan Africa has been ahead every year.
Argentina ranks 24th and Sub-Saharan Africa ranks 27th of 185 countries.
Sub-Saharan Africa has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Argentina | Sub-Saharan Africa | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 58,896 number | 260,349 number | 201,453 number | Sub-Saharan Africa |
| 2000s | 65,331 number | 362,100 number | 296,770 number | Sub-Saharan Africa |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Argentina or Sub-Saharan Africa?
- Sub-Saharan Africa, at 842,763 number against 71,742 number in Argentina as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between Argentina and Sub-Saharan Africa?
- 771,021 number, with Sub-Saharan Africa ahead.
- How many years of comparable data are there for Argentina and Sub-Saharan Africa?
- 11 years are reported by both, from 1997 to 2008.
- How do Argentina and Sub-Saharan Africa rank globally for teachers in pre-primary education, both sexes?
- Argentina ranks 24th and Sub-Saharan Africa ranks 27th 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.