Cambodia vs El Salvador: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Cambodia
- El Salvador
How they compare
El Salvador currently reports 8,153 number against 8,075 number in Cambodia, a difference of 78 number.
The two have swapped places 2 times across 18 shared years of data; in 1981 it was El Salvador ahead.
Cambodia ranks 94th and El Salvador ranks 93rd of 185 countries.
Across the 4 decades both report, Cambodia averaged higher in 1 and El Salvador in 3.
Head to head by decade
| Decade | Cambodia | El Salvador | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 1,590 number | 1,336 number | 253.5 number | Cambodia |
| 1990s | 1,954 number | 5,129 number | 3,175 number | El Salvador |
| 2000s | 4,077 number | 7,608 number | 3,531 number | El Salvador |
| 2010s | 6,176 number | 8,001 number | 1,825 number | El Salvador |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Cambodia or El Salvador?
- El Salvador, at 8,153 number against 8,075 number in Cambodia as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between Cambodia and El Salvador?
- 78 number, with El Salvador ahead.
- How many years of comparable data are there for Cambodia and El Salvador?
- 18 years are reported by both, from 1981 to 2018.
- How do Cambodia and El Salvador rank globally for teachers in pre-primary education, both sexes?
- Cambodia ranks 94th and El Salvador ranks 93rd 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.