Cambodia vs Mongolia: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Cambodia
- Mongolia
How they compare
Cambodia currently reports 8,075 number against 7,745 number in Mongolia, a difference of 330 number.
The two have swapped places 8 times across 27 shared years of data; in 1981 it was Mongolia ahead.
Cambodia ranks 94th and Mongolia ranks 96th of 185 countries.
Across the 4 decades both report, Cambodia averaged higher in 1 and Mongolia in 3.
Head to head by decade
| Decade | Cambodia | Mongolia | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 2,139 number | 2,254 number | 114.5 number | Mongolia |
| 1990s | 2,364 number | 4,406 number | 2,042 number | Mongolia |
| 2000s | 3,704 number | 3,300 number | 403.78 number | Cambodia |
| 2010s | 5,648 number | 5,984 number | 335.67 number | Mongolia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Cambodia or Mongolia?
- Cambodia, at 8,075 number against 7,745 number in Mongolia as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Cambodia and Mongolia?
- 330 number, with Cambodia ahead.
- How many years of comparable data are there for Cambodia and Mongolia?
- 27 years are reported by both, from 1981 to 2018.
- How do Cambodia and Mongolia rank globally for teachers in pre-primary education, both sexes?
- Cambodia ranks 94th and Mongolia ranks 96th 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.