South Korea vs Peru: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- South Korea
- Peru
How they compare
South Korea currently reports 99,020 number against 88,545 number in Peru, a difference of 10,475 number.
That makes South Korea's figure about 1.1 times Peru's.
The two have swapped places 3 times across 29 shared years of data; in 1971 it was Peru ahead.
South Korea ranks 16th and Peru ranks 18th of 185 countries.
Across the 4 decades both report, South Korea averaged higher in 1 and Peru in 3.
Head to head by decade
| Decade | South Korea | Peru | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2,006 number | 4,132 number | 2,126 number | Peru |
| 1980s | 7,575 number | 11,993 number | 4,418 number | Peru |
| 1990s | 19,028 number | 23,947 number | 4,918 number | Peru |
| 2010s | 93,028 number | 83,160 number | 9,869 number | South Korea |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, South Korea or Peru?
- South Korea, at 99,020 number against 88,545 number in Peru as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between South Korea and Peru?
- 10,475 number, with South Korea ahead.
- How many years of comparable data are there for South Korea and Peru?
- 29 years are reported by both, from 1971 to 2018.
- How do South Korea and Peru rank globally for teachers in pre-primary education, both sexes?
- South Korea ranks 16th and Peru ranks 18th 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.