Cameroon vs Guatemala: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Cameroon
- Guatemala
How they compare
Cameroon currently reports 27,822 number against 26,109 number in Guatemala, a difference of 1,713 number.
That makes Cameroon's figure about 1.1 times Guatemala's.
Across all 23 years both countries report, Guatemala has been ahead every year.
Cameroon ranks 45th and Guatemala ranks 48th of 185 countries.
Guatemala has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Cameroon | Guatemala | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 2,303 number | 4,404 number | 2,101 number | Guatemala |
| 1990s | 4,108 number | 8,340 number | 4,232 number | Guatemala |
| 2000s | 8,702 number | 18,369 number | 9,666 number | Guatemala |
| 2010s | 15,814 number | 25,939 number | 10,125 number | Guatemala |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Cameroon or Guatemala?
- Cameroon, at 27,822 number against 26,109 number in Guatemala as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Cameroon and Guatemala?
- 1,713 number, with Cameroon ahead.
- How many years of comparable data are there for Cameroon and Guatemala?
- 23 years are reported by both, from 1983 to 2012.
- How do Cameroon and Guatemala rank globally for teachers in pre-primary education, both sexes?
- Cameroon ranks 45th and Guatemala ranks 48th 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.