Chile vs Saudi Arabia: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Chile
- Saudi Arabia
How they compare
Chile currently reports 25,052 number against 23,483 number in Saudi Arabia, a difference of 1,569 number.
That makes Chile's figure about 1.1 times Saudi Arabia's.
The two have swapped places 1 time across 10 shared years of data; in 1979 it was Chile ahead.
Chile ranks 50th and Saudi Arabia ranks 51st of 185 countries.
Across the 3 decades both report, Chile averaged higher in 2 and Saudi Arabia in 1.
Head to head by decade
| Decade | Chile | Saudi Arabia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2,486 number | 793 number | 1,693 number | Chile |
| 2000s | 20,786 number | 17,408 number | 3,379 number | Chile |
| 2010s | 22,831 number | 28,487 number | 5,657 number | Saudi Arabia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Chile or Saudi Arabia?
- Chile, at 25,052 number against 23,483 number in Saudi Arabia as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between Chile and Saudi Arabia?
- 1,569 number, with Chile ahead.
- How many years of comparable data are there for Chile and Saudi Arabia?
- 10 years are reported by both, from 1979 to 2018.
- How do Chile and Saudi Arabia rank globally for teachers in pre-primary education, both sexes?
- Chile ranks 50th and Saudi Arabia ranks 51st 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.