Bangladesh vs Colombia: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Bangladesh
- Colombia
How they compare
Bangladesh currently reports 61,568 number against 50,741 number in Colombia, a difference of 10,827 number.
That makes Bangladesh's figure about 1.2 times Colombia's.
The two have swapped places 1 time across 7 shared years of data; in 1973 it was Colombia ahead.
Bangladesh ranks 28th and Colombia ranks 31st of 185 countries.
Across the 4 decades both report, Bangladesh averaged higher in 3 and Colombia in 1.
Head to head by decade
| Decade | Bangladesh | Colombia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 195 number | 4,130 number | 3,935 number | Colombia |
| 1980s | 63,054 number | 13,065 number | 49,989 number | Bangladesh |
| 1990s | 66,115 number | 58,422 number | 7,693 number | Bangladesh |
| 2000s | 63,081 number | 51,987 number | 11,094 number | Bangladesh |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Bangladesh or Colombia?
- Bangladesh, at 61,568 number against 50,741 number in Colombia as of 2002.
- What is the difference in teachers in pre-primary education, both sexes between Bangladesh and Colombia?
- 10,827 number, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Colombia?
- 7 years are reported by both, from 1973 to 2002.
- How do Bangladesh and Colombia rank globally for teachers in pre-primary education, both sexes?
- Bangladesh ranks 28th and Colombia ranks 31st 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.