Egypt vs IDA only: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Egypt
- IDA only
How they compare
IDA only currently reports 777,085 number against 59,630 number in Egypt, a difference of 717,455 number.
That makes IDA only's figure about 13.0 times Egypt's.
Across all 29 years both countries report, IDA only has been ahead every year.
Egypt ranks 29th and IDA only ranks 30th of 185 countries.
IDA only has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Egypt | IDA only | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 1,371 number | 89,447 number | 88,076 number | IDA only |
| 1980s | 3,371 number | 147,048 number | 143,677 number | IDA only |
| 1990s | 9,691 number | 182,443 number | 172,752 number | IDA only |
| 2000s | 20,827 number | 290,323 number | 269,496 number | IDA only |
| 2010s | 48,558 number | 668,878 number | 620,320 number | IDA only |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Egypt or IDA only?
- IDA only, at 777,085 number against 59,630 number in Egypt as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Egypt and IDA only?
- 717,455 number, with IDA only ahead.
- How many years of comparable data are there for Egypt and IDA only?
- 29 years are reported by both, from 1978 to 2019.
- How do Egypt and IDA only rank globally for teachers in pre-primary education, both sexes?
- Egypt ranks 29th and IDA only ranks 30th 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.