Brazil vs Viet Nam: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Brazil
- Viet Nam
How they compare
Brazil currently reports 318,381 number against 262,101 number in Viet Nam, a difference of 56,280 number.
That makes Brazil's figure about 1.2 times Viet Nam's.
Across all 28 years both countries report, Brazil has been ahead every year.
Brazil ranks 6th and Viet Nam ranks 8th of 185 countries.
Brazil has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Brazil | Viet Nam | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 44,964 number | 36,959 number | 8,006 number | Brazil |
| 1980s | 105,325 number | 62,890 number | 42,434 number | Brazil |
| 1990s | 278,278 number | 76,915 number | 201,363 number | Brazil |
| 2000s | 356,342 number | 101,207 number | 255,136 number | Brazil |
| 2010s | 300,387 number | 226,326 number | 74,061 number | Brazil |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Brazil or Viet Nam?
- Brazil, at 318,381 number against 262,101 number in Viet Nam as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between Brazil and Viet Nam?
- 56,280 number, with Brazil ahead.
- How many years of comparable data are there for Brazil and Viet Nam?
- 28 years are reported by both, from 1977 to 2018.
- How do Brazil and Viet Nam rank globally for teachers in pre-primary education, both sexes?
- Brazil ranks 6th and Viet Nam ranks 8th 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.