Belarus vs Colombia: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Belarus
- Colombia
How they compare
Colombia currently reports 50,741 number against 44,133 number in Belarus, a difference of 6,608 number.
That makes Colombia's figure about 1.1 times Belarus's.
The two have swapped places 3 times across 30 shared years of data; in 1981 it was Belarus ahead.
Belarus ranks 32nd and Colombia ranks 31st of 185 countries.
Across the 4 decades both report, Belarus averaged higher in 2 and Colombia in 2.
Head to head by decade
| Decade | Belarus | Colombia | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 47,856 number | 10,703 number | 37,153 number | Belarus |
| 1990s | 57,054 number | 31,908 number | 25,145 number | Belarus |
| 2000s | 46,912 number | 50,292 number | 3,380 number | Colombia |
| 2010s | 44,071 number | 50,958 number | 6,888 number | Colombia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Belarus or Colombia?
- Colombia, at 50,741 number against 44,133 number in Belarus as of 2014.
- What is the difference in teachers in pre-primary education, both sexes between Belarus and Colombia?
- 6,608 number, with Colombia ahead.
- How many years of comparable data are there for Belarus and Colombia?
- 30 years are reported by both, from 1981 to 2014.
- How do Belarus and Colombia rank globally for teachers in pre-primary education, both sexes?
- Belarus ranks 32nd 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.