Brazil vs Russian Federation: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Brazil
- Russian Federation
How they compare
Russian Federation currently reports 646,000 number against 318,381 number in Brazil, a difference of 327,619 number.
That makes Russian Federation's figure about 2.0 times Brazil's.
Across all 7 years both countries report, Russian Federation has been ahead every year.
Brazil ranks 6th and Russian Federation ranks 3rd of 185 countries.
Russian Federation has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Brazil | Russian Federation | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 135,172 number | 652,000 number | 516,828 number | Russian Federation |
| 1990s | 265,392 number | 717,750 number | 452,358 number | Russian Federation |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Brazil or Russian Federation?
- Russian Federation, at 646,000 number against 318,381 number in Brazil as of 1994.
- What is the difference in teachers in pre-primary education, both sexes between Brazil and Russian Federation?
- 327,619 number, with Russian Federation ahead.
- How many years of comparable data are there for Brazil and Russian Federation?
- 7 years are reported by both, from 1981 to 1994.
- How do Brazil and Russian Federation rank globally for teachers in pre-primary education, both sexes?
- Brazil ranks 6th and Russian Federation ranks 3rd 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.