Hong Kong, China vs Slovakia: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Hong Kong, China
- Slovakia
How they compare
Hong Kong, China currently reports 14,145 number against 14,144 number in Slovakia, a difference of 1 number.
The two have swapped places 1 time across 29 shared years of data; in 1981 it was Slovakia ahead.
Hong Kong, China ranks 67th and Slovakia ranks 68th of 185 countries.
Slovakia has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Hong Kong, China | Slovakia | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 6,404 number | 17,695 number | 11,292 number | Slovakia |
| 1990s | 8,285 number | 16,638 number | 8,353 number | Slovakia |
| 2000s | 9,291 number | 13,232 number | 3,941 number | Slovakia |
| 2010s | 12,256 number | 12,706 number | 449.56 number | Slovakia |
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 Slovakia?
- Hong Kong, China, at 14,145 number against 14,144 number in Slovakia as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Hong Kong, China and Slovakia?
- 1 number, with Hong Kong, China ahead.
- How many years of comparable data are there for Hong Kong, China and Slovakia?
- 29 years are reported by both, from 1981 to 2018.
- How do Hong Kong, China and Slovakia rank globally for teachers in pre-primary education, both sexes?
- Hong Kong, China ranks 67th and Slovakia ranks 68th 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.