Burundi vs Kyrgyzstan: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Burundi
- Kyrgyzstan
How they compare
Kyrgyzstan currently reports 3,165 number against 2,757 number in Burundi, a difference of 408 number.
That makes Kyrgyzstan's figure about 1.1 times Burundi's.
Across all 11 years both countries report, Kyrgyzstan has been ahead every year.
Burundi ranks 124th and Kyrgyzstan ranks 121st of 185 countries.
Kyrgyzstan has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Burundi | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 176 number | 2,605 number | 2,429 number | Kyrgyzstan |
| 2000s | 494.38 number | 2,414 number | 1,920 number | Kyrgyzstan |
| 2010s | 1,420 number | 3,030 number | 1,610 number | Kyrgyzstan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Burundi or Kyrgyzstan?
- Kyrgyzstan, at 3,165 number against 2,757 number in Burundi as of 2011.
- What is the difference in teachers in pre-primary education, both sexes between Burundi and Kyrgyzstan?
- 408 number, with Kyrgyzstan ahead.
- How many years of comparable data are there for Burundi and Kyrgyzstan?
- 11 years are reported by both, from 1999 to 2011.
- How do Burundi and Kyrgyzstan rank globally for teachers in pre-primary education, both sexes?
- Burundi ranks 124th and Kyrgyzstan ranks 121st 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.