Ecuador vs Romania: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Ecuador
- Romania
How they compare
Romania currently reports 34,720 number against 33,045 number in Ecuador, a difference of 1,675 number.
That makes Romania's figure about 1.1 times Ecuador's.
Across all 48 years both countries report, Romania has been ahead every year.
Ecuador ranks 39th and Romania ranks 38th of 185 countries.
Romania has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Ecuador | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 720.56 number | 29,132 number | 28,411 number | Romania |
| 1980s | 3,189 number | 34,734 number | 31,545 number | Romania |
| 1990s | 7,915 number | 36,726 number | 28,811 number | Romania |
| 2000s | 15,054 number | 35,636 number | 20,582 number | Romania |
| 2010s | 28,669 number | 35,812 number | 7,142 number | Romania |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Ecuador or Romania?
- Romania, at 34,720 number against 33,045 number in Ecuador as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between Ecuador and Romania?
- 1,675 number, with Romania ahead.
- How many years of comparable data are there for Ecuador and Romania?
- 48 years are reported by both, from 1971 to 2018.
- How do Ecuador and Romania rank globally for teachers in pre-primary education, both sexes?
- Ecuador ranks 39th and Romania ranks 38th 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.