China vs United States of America: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- China
- United States of America
How they compare
China currently reports 2.79 million number against 612,929 number in United States of America, a difference of 2.17 million number.
That makes China's figure about 4.5 times United States of America's.
Across all 6 years both countries report, China has been ahead every year.
China ranks 1st and United States of America ranks 4th of 185 countries.
China has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | China | United States of America | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 873,749 number | 309,850 number | 563,899 number | China |
| 2010s | 2.11 million number | 625,369 number | 1.48 million number | China |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, China or United States of America?
- China, at 2.79 million number against 612,929 number in United States of America as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between China and United States of America?
- 2.17 million number, with China ahead.
- How many years of comparable data are there for China and United States of America?
- 6 years are reported by both, from 1995 to 2017.
- How do China and United States of America rank globally for teachers in pre-primary education, both sexes?
- China ranks 1st and United States of America ranks 4th 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.