Belgium vs Ecuador: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Belgium
- Ecuador
How they compare
Belgium currently reports 36,162 number against 33,045 number in Ecuador, a difference of 3,117 number.
That makes Belgium's figure about 1.1 times Ecuador's.
Across all 26 years both countries report, Belgium has been ahead every year.
Belgium ranks 36th and Ecuador ranks 39th of 185 countries.
Belgium has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Belgium | Ecuador | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 17,328 number | 819.33 number | 16,509 number | Belgium |
| 1980s | 17,861 number | 2,604 number | 15,256 number | Belgium |
| 1990s | 24,251 number | 6,438 number | 17,814 number | Belgium |
| 2000s | 29,935 number | 18,059 number | 11,876 number | Belgium |
| 2010s | 34,079 number | 28,669 number | 5,410 number | Belgium |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Belgium or Ecuador?
- Belgium, at 36,162 number against 33,045 number in Ecuador as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between Belgium and Ecuador?
- 3,117 number, with Belgium ahead.
- How many years of comparable data are there for Belgium and Ecuador?
- 26 years are reported by both, from 1971 to 2018.
- How do Belgium and Ecuador rank globally for teachers in pre-primary education, both sexes?
- Belgium ranks 36th and Ecuador ranks 39th 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.