Hong Kong, China vs Lebanon: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Hong Kong, China
- Lebanon
How they compare
Lebanon currently reports 14,805 number against 14,145 number in Hong Kong, China, a difference of 660 number.
The two have swapped places 6 times across 20 shared years of data; in 1981 it was Lebanon ahead.
Hong Kong, China ranks 67th and Lebanon ranks 65th of 185 countries.
Across the 4 decades both report, Hong Kong, China averaged higher in 1 and Lebanon in 3.
Head to head by decade
| Decade | Hong Kong, China | Lebanon | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 6,014 number | 6,202 number | 187.33 number | Lebanon |
| 1990s | 9,057 number | 10,689 number | 1,632 number | Lebanon |
| 2000s | 9,313 number | 9,057 number | 256.38 number | Hong Kong, China |
| 2010s | 12,176 number | 12,402 number | 226.25 number | Lebanon |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Hong Kong, China or Lebanon?
- Lebanon, at 14,805 number against 14,145 number in Hong Kong, China as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Hong Kong, China and Lebanon?
- 660 number, with Lebanon ahead.
- How many years of comparable data are there for Hong Kong, China and Lebanon?
- 20 years are reported by both, from 1981 to 2019.
- How do Hong Kong, China and Lebanon rank globally for teachers in pre-primary education, both sexes?
- Hong Kong, China ranks 67th and Lebanon ranks 65th 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.