Czechia vs Guatemala: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Czechia
- Guatemala
How they compare
Guatemala currently reports 26,109 number against 25,779 number in Czechia, a difference of 330 number.
The two have swapped places 1 time across 23 shared years of data; in 1983 it was Czechia ahead.
Czechia ranks 49th and Guatemala ranks 48th of 185 countries.
Across the 4 decades both report, Czechia averaged higher in 3 and Guatemala in 1.
Head to head by decade
| Decade | Czechia | Guatemala | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 31,207 number | 4,404 number | 26,802 number | Czechia |
| 1990s | 27,636 number | 8,036 number | 19,600 number | Czechia |
| 2000s | 21,675 number | 18,369 number | 3,306 number | Czechia |
| 2010s | 23,814 number | 25,939 number | 2,125 number | Guatemala |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Czechia or Guatemala?
- Guatemala, at 26,109 number against 25,779 number in Czechia as of 2012.
- What is the difference in teachers in pre-primary education, both sexes between Czechia and Guatemala?
- 330 number, with Guatemala ahead.
- How many years of comparable data are there for Czechia and Guatemala?
- 23 years are reported by both, from 1983 to 2012.
- How do Czechia and Guatemala rank globally for teachers in pre-primary education, both sexes?
- Czechia ranks 49th and Guatemala ranks 48th 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.