Cyprus vs Luxembourg: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Cyprus
- Luxembourg
How they compare
Luxembourg currently reports 1,707 number against 1,663 number in Cyprus, a difference of 44 number.
The two have swapped places 4 times across 41 shared years of data; in 1971 it was Luxembourg ahead.
Cyprus ranks 137th and Luxembourg ranks 135th of 185 countries.
Across the 5 decades both report, Cyprus averaged higher in 2 and Luxembourg in 3.
Head to head by decade
| Decade | Cyprus | Luxembourg | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 255.67 number | 369.78 number | 114.11 number | Luxembourg |
| 1980s | 590.3 number | 433.4 number | 156.9 number | Cyprus |
| 1990s | 1,230 number | 523.17 number | 707 number | Cyprus |
| 2000s | 968 number | 1,083 number | 114.62 number | Luxembourg |
| 2010s | 1,482 number | 1,634 number | 151.75 number | Luxembourg |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Cyprus or Luxembourg?
- Luxembourg, at 1,707 number against 1,663 number in Cyprus as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between Cyprus and Luxembourg?
- 44 number, with Luxembourg ahead.
- How many years of comparable data are there for Cyprus and Luxembourg?
- 41 years are reported by both, from 1971 to 2018.
- How do Cyprus and Luxembourg rank globally for teachers in pre-primary education, both sexes?
- Cyprus ranks 137th and Luxembourg ranks 135th 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.