Cameroon vs Netherlands: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Cameroon
- Netherlands
How they compare
Netherlands currently reports 30,341 number against 27,822 number in Cameroon, a difference of 2,519 number.
That makes Netherlands's figure about 1.1 times Cameroon's.
Across all 23 years both countries report, Netherlands has been ahead every year.
Cameroon ranks 45th and Netherlands ranks 42nd of 185 countries.
Netherlands has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Cameroon | Netherlands | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 963.33 number | 20,913 number | 19,949 number | Netherlands |
| 1980s | 2,290 number | 21,431 number | 19,141 number | Netherlands |
| 1990s | 3,564 number | 22,072 number | 18,508 number | Netherlands |
| 2010s | 22,601 number | 32,912 number | 10,311 number | Netherlands |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Cameroon or Netherlands?
- Netherlands, at 30,341 number against 27,822 number in Cameroon as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between Cameroon and Netherlands?
- 2,519 number, with Netherlands ahead.
- How many years of comparable data are there for Cameroon and Netherlands?
- 23 years are reported by both, from 1977 to 2018.
- How do Cameroon and Netherlands rank globally for teachers in pre-primary education, both sexes?
- Cameroon ranks 45th and Netherlands ranks 42nd 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.