Colombia vs North America: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Colombia
- North America
How they compare
North America currently reports 613,628 number against 50,741 number in Colombia, a difference of 562,887 number.
That makes North America's figure about 12.1 times Colombia's.
Across all 19 years both countries report, North America has been ahead every year.
Colombia ranks 31st and North America ranks 33rd of 185 countries.
North America has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Colombia | North America | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 45,342 number | 320,748 number | 275,406 number | North America |
| 2000s | 50,292 number | 426,924 number | 376,631 number | North America |
| 2010s | 50,958 number | 619,275 number | 568,317 number | North America |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Colombia or North America?
- North America, at 613,628 number against 50,741 number in Colombia as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between Colombia and North America?
- 562,887 number, with North America ahead.
- How many years of comparable data are there for Colombia and North America?
- 19 years are reported by both, from 1994 to 2014.
- How do Colombia and North America rank globally for teachers in pre-primary education, both sexes?
- Colombia ranks 31st and North America ranks 33rd 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.