Czechia vs Ethiopia: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Czechia
- Ethiopia
How they compare
Czechia currently reports 25,779 number against 23,467 number in Ethiopia, a difference of 2,312 number.
That makes Czechia's figure about 1.1 times Ethiopia's.
Across all 25 years both countries report, Czechia has been ahead every year.
Czechia ranks 49th and Ethiopia ranks 52nd of 185 countries.
Czechia has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Czechia | Ethiopia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 21,282 number | 190 number | 21,092 number | Czechia |
| 1980s | 30,994 number | 1,569 number | 29,425 number | Czechia |
| 1990s | 28,627 number | 1,863 number | 26,764 number | Czechia |
| 2000s | 21,724 number | 5,272 number | 16,453 number | Czechia |
| 2010s | 23,312 number | 11,805 number | 11,508 number | Czechia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Czechia or Ethiopia?
- Czechia, at 25,779 number against 23,467 number in Ethiopia as of 2013.
- What is the difference in teachers in pre-primary education, both sexes between Czechia and Ethiopia?
- 2,312 number, with Czechia ahead.
- How many years of comparable data are there for Czechia and Ethiopia?
- 25 years are reported by both, from 1974 to 2011.
- How do Czechia and Ethiopia rank globally for teachers in pre-primary education, both sexes?
- Czechia ranks 49th and Ethiopia ranks 52nd 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.