Kazakhstan vs Philippines: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Kazakhstan
- Philippines
How they compare
Kazakhstan currently reports 81,639 number against 69,782 number in Philippines, a difference of 11,857 number.
That makes Kazakhstan's figure about 1.2 times Philippines's.
The two have swapped places 2 times across 14 shared years of data; in 1986 it was Kazakhstan ahead.
Kazakhstan ranks 22nd and Philippines ranks 25th of 185 countries.
Kazakhstan has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Kazakhstan | Philippines | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 80,900 number | 4,962 number | 75,938 number | Kazakhstan |
| 1990s | 75,064 number | 11,538 number | 63,526 number | Kazakhstan |
| 2000s | 25,302 number | 24,214 number | 1,088 number | Kazakhstan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Kazakhstan or Philippines?
- Kazakhstan, at 81,639 number against 69,782 number in Philippines as of 2014.
- What is the difference in teachers in pre-primary education, both sexes between Kazakhstan and Philippines?
- 11,857 number, with Kazakhstan ahead.
- How many years of comparable data are there for Kazakhstan and Philippines?
- 14 years are reported by both, from 1986 to 2007.
- How do Kazakhstan and Philippines rank globally for teachers in pre-primary education, both sexes?
- Kazakhstan ranks 22nd and Philippines ranks 25th 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.