Eswatini vs Luxembourg: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Eswatini
- Luxembourg
How they compare
Eswatini currently reports 1,935 number against 1,707 number in Luxembourg, a difference of 228 number.
That makes Eswatini's figure about 1.1 times Luxembourg's.
The two have swapped places 1 time across 5 shared years of data; in 1976 it was Luxembourg ahead.
Eswatini ranks 133rd and Luxembourg ranks 135th of 185 countries.
Across the 3 decades both report, Eswatini averaged higher in 2 and Luxembourg in 1.
Head to head by decade
| Decade | Eswatini | Luxembourg | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 49.5 number | 393.5 number | 344 number | Luxembourg |
| 1990s | 623 number | 466 number | 157 number | Eswatini |
| 2010s | 1,930 number | 1,464 number | 466 number | Eswatini |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Eswatini or Luxembourg?
- Eswatini, at 1,935 number against 1,707 number in Luxembourg as of 2011.
- What is the difference in teachers in pre-primary education, both sexes between Eswatini and Luxembourg?
- 228 number, with Eswatini ahead.
- How many years of comparable data are there for Eswatini and Luxembourg?
- 5 years are reported by both, from 1976 to 2011.
- How do Eswatini and Luxembourg rank globally for teachers in pre-primary education, both sexes?
- Eswatini ranks 133rd and Luxembourg ranks 135th 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.