Iceland vs Kyrgyzstan: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Iceland
- Kyrgyzstan
How they compare
Kyrgyzstan currently reports 3,165 number against 2,897 number in Iceland, a difference of 268 number.
That makes Kyrgyzstan's figure about 1.1 times Iceland's.
The two have swapped places 1 time across 13 shared years of data; in 1999 it was Iceland ahead.
Iceland ranks 123rd and Kyrgyzstan ranks 121st of 185 countries.
Across the 3 decades both report, Iceland averaged higher in 2 and Kyrgyzstan in 1.
Head to head by decade
| Decade | Iceland | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,799 number | 2,605 number | 194 number | Iceland |
| 2000s | 2,457 number | 2,417 number | 40.2 number | Iceland |
| 2010s | 2,310 number | 3,030 number | 719.5 number | Kyrgyzstan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Iceland or Kyrgyzstan?
- Kyrgyzstan, at 3,165 number against 2,897 number in Iceland as of 2011.
- What is the difference in teachers in pre-primary education, both sexes between Iceland and Kyrgyzstan?
- 268 number, with Kyrgyzstan ahead.
- How many years of comparable data are there for Iceland and Kyrgyzstan?
- 13 years are reported by both, from 1999 to 2011.
- How do Iceland and Kyrgyzstan rank globally for teachers in pre-primary education, both sexes?
- Iceland ranks 123rd and Kyrgyzstan ranks 121st 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.