Congo vs Guyana: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Congo
- Guyana
How they compare
Congo currently reports 2,101 number against 1,783 number in Guyana, a difference of 318 number.
That makes Congo's figure about 1.2 times Guyana's.
The two have swapped places 1 time across 25 shared years of data; in 1978 it was Guyana ahead.
Congo ranks 131st and Guyana ranks 134th of 185 countries.
Across the 5 decades both report, Congo averaged higher in 1 and Guyana in 4.
Head to head by decade
| Decade | Congo | Guyana | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 310 number | 1,889 number | 1,579 number | Guyana |
| 1980s | 453.14 number | 1,667 number | 1,214 number | Guyana |
| 1990s | 565.62 number | 1,613 number | 1,047 number | Guyana |
| 2000s | 1,251 number | 2,005 number | 754.67 number | Guyana |
| 2010s | 1,984 number | 1,797 number | 187.5 number | Congo |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Congo or Guyana?
- Congo, at 2,101 number against 1,783 number in Guyana as of 2012.
- What is the difference in teachers in pre-primary education, both sexes between Congo and Guyana?
- 318 number, with Congo ahead.
- How many years of comparable data are there for Congo and Guyana?
- 25 years are reported by both, from 1978 to 2012.
- How do Congo and Guyana rank globally for teachers in pre-primary education, both sexes?
- Congo ranks 131st and Guyana ranks 134th 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.