IDA total vs Türkiye: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- IDA total
- Türkiye
How they compare
IDA total currently reports 1.67 million number against 84,257 number in Türkiye, a difference of 1.58 million number.
That makes IDA total's figure about 19.8 times Türkiye's.
Across all 34 years both countries report, IDA total has been ahead every year.
IDA total ranks 19th and Türkiye ranks 19th of 45 groups.
IDA total has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | IDA total | Türkiye | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 473,259 number | 4,120 number | 469,139 number | IDA total |
| 1990s | 604,611 number | 9,597 number | 595,014 number | IDA total |
| 2000s | 747,688 number | 21,141 number | 726,547 number | IDA total |
| 2010s | 1.30 million number | 62,824 number | 1.24 million number | IDA total |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, IDA total or Türkiye?
- IDA total, at 1.67 million number against 84,257 number in Türkiye as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between IDA total and Türkiye?
- 1.58 million number, with IDA total ahead.
- How many years of comparable data are there for IDA total and Türkiye?
- 34 years are reported by both, from 1983 to 2018.
- How do IDA total and Türkiye rank globally for teachers in pre-primary education, both sexes?
- IDA total ranks 19th and Türkiye ranks 19th of 45 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.