Dominican Republic vs Portugal: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Dominican Republic
- Portugal
How they compare
Dominican Republic currently reports 17,522 number against 15,304 number in Portugal, a difference of 2,218 number.
That makes Dominican Republic's figure about 1.1 times Portugal's.
The two have swapped places 3 times across 18 shared years of data; in 2000 it was Portugal ahead.
Dominican Republic ranks 59th and Portugal ranks 61st of 185 countries.
Portugal has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Dominican Republic | Portugal | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 8,864 number | 15,832 number | 6,968 number | Portugal |
| 2010s | 12,933 number | 16,129 number | 3,196 number | Portugal |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Dominican Republic or Portugal?
- Dominican Republic, at 17,522 number against 15,304 number in Portugal as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Dominican Republic and Portugal?
- 2,218 number, with Dominican Republic ahead.
- How many years of comparable data are there for Dominican Republic and Portugal?
- 18 years are reported by both, from 2000 to 2018.
- How do Dominican Republic and Portugal rank globally for teachers in pre-primary education, both sexes?
- Dominican Republic ranks 59th and Portugal ranks 61st 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.