Colombia vs Madagascar: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Colombia
- Madagascar
How they compare
Colombia currently reports 50,741 number against 40,521 number in Madagascar, a difference of 10,220 number.
That makes Colombia's figure about 1.3 times Madagascar's.
Across all 9 years both countries report, Colombia has been ahead every year.
Colombia ranks 31st and Madagascar ranks 34th of 185 countries.
Colombia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Colombia | Madagascar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 58,320 number | 3,260 number | 55,060 number | Colombia |
| 2000s | 49,242 number | 4,989 number | 44,252 number | Colombia |
| 2010s | 49,703 number | 10,118 number | 39,585 number | Colombia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Colombia or Madagascar?
- Colombia, at 50,741 number against 40,521 number in Madagascar as of 2014.
- What is the difference in teachers in pre-primary education, both sexes between Colombia and Madagascar?
- 10,220 number, with Colombia ahead.
- How many years of comparable data are there for Colombia and Madagascar?
- 9 years are reported by both, from 1998 to 2014.
- How do Colombia and Madagascar rank globally for teachers in pre-primary education, both sexes?
- Colombia ranks 31st and Madagascar ranks 34th 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.