Denmark vs Ecuador: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Denmark
- Ecuador
How they compare
Ecuador currently reports 33,045 number against 32,390 number in Denmark, a difference of 655 number.
The two have swapped places 3 times across 20 shared years of data; in 1972 it was Denmark ahead.
Denmark ranks 41st and Ecuador ranks 39th of 185 countries.
Across the 5 decades both report, Denmark averaged higher in 3 and Ecuador in 2.
Head to head by decade
| Decade | Denmark | Ecuador | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 1,575 number | 665.17 number | 910.17 number | Denmark |
| 1980s | 3,540 number | 4,274 number | 734.4 number | Ecuador |
| 1990s | 18,246 number | 7,091 number | 11,155 number | Denmark |
| 2000s | 46,228 number | 13,382 number | 32,846 number | Denmark |
| 2010s | 32,390 number | 33,045 number | 655.2 number | Ecuador |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Denmark or Ecuador?
- Ecuador, at 33,045 number against 32,390 number in Denmark as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between Denmark and Ecuador?
- 655 number, with Ecuador ahead.
- How many years of comparable data are there for Denmark and Ecuador?
- 20 years are reported by both, from 1972 to 2018.
- How do Denmark and Ecuador rank globally for teachers in pre-primary education, both sexes?
- Denmark ranks 41st and Ecuador ranks 39th 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.