Hong Kong, China vs Norway: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Hong Kong, China
- Norway
How they compare
Hong Kong, China currently reports 14,145 number against 13,992 number in Norway, a difference of 153 number.
The two have swapped places 2 times across 18 shared years of data; in 1972 it was Hong Kong, China ahead.
Hong Kong, China ranks 67th and Norway ranks 69th of 185 countries.
Norway has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Hong Kong, China | Norway | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 4,464 number | 7,151 number | 2,686 number | Norway |
| 1980s | 6,124 number | 21,612 number | 15,489 number | Norway |
| 1990s | 7,883 number | 32,529 number | 24,646 number | Norway |
| 2010s | 13,879 number | 15,194 number | 1,315 number | Norway |
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 Norway?
- Hong Kong, China, at 14,145 number against 13,992 number in Norway as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Hong Kong, China and Norway?
- 153 number, with Hong Kong, China ahead.
- How many years of comparable data are there for Hong Kong, China and Norway?
- 18 years are reported by both, from 1972 to 2018.
- How do Hong Kong, China and Norway rank globally for teachers in pre-primary education, both sexes?
- Hong Kong, China ranks 67th and Norway ranks 69th 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.