IDA only vs Philippines: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- IDA only
- Philippines
How they compare
IDA only currently reports 777,085 number against 69,782 number in Philippines, a difference of 707,303 number.
That makes IDA only's figure about 11.1 times Philippines's.
Across all 24 years both countries report, IDA only has been ahead every year.
IDA only ranks 28th and Philippines ranks 25th of 43 groups.
IDA only has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | IDA only | Philippines | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 148,216 number | 4,559 number | 143,657 number | IDA only |
| 1990s | 195,220 number | 12,368 number | 182,852 number | IDA only |
| 2000s | 281,058 number | 24,214 number | 256,844 number | IDA only |
| 2010s | 701,944 number | 68,608 number | 633,336 number | IDA only |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, IDA only or Philippines?
- IDA only, at 777,085 number against 69,782 number in Philippines as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between IDA only and Philippines?
- 707,303 number, with IDA only ahead.
- How many years of comparable data are there for IDA only and Philippines?
- 24 years are reported by both, from 1982 to 2018.
- How do IDA only and Philippines rank globally for teachers in pre-primary education, both sexes?
- IDA only ranks 28th and Philippines ranks 25th of 43 groups.
- 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.