Côte d'Ivoire vs Myanmar: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Côte d'Ivoire
- Myanmar
How they compare
Myanmar currently reports 10,306 number against 9,618 number in Côte d'Ivoire, a difference of 688 number.
That makes Myanmar's figure about 1.1 times Côte d'Ivoire's.
Across all 8 years both countries report, Myanmar has been ahead every year.
Côte d'Ivoire ranks 85th and Myanmar ranks 82nd of 185 countries.
Myanmar has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Côte d'Ivoire | Myanmar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1,580 number | 1,914 number | 334 number | Myanmar |
| 2000s | 3,355 number | 5,985 number | 2,630 number | Myanmar |
| 2010s | 7,730 number | 10,365 number | 2,635 number | Myanmar |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Côte d'Ivoire or Myanmar?
- Myanmar, at 10,306 number against 9,618 number in Côte d'Ivoire as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between Côte d'Ivoire and Myanmar?
- 688 number, with Myanmar ahead.
- How many years of comparable data are there for Côte d'Ivoire and Myanmar?
- 8 years are reported by both, from 1999 to 2018.
- How do Côte d'Ivoire and Myanmar rank globally for teachers in pre-primary education, both sexes?
- Côte d'Ivoire ranks 85th and Myanmar ranks 82nd 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.