Korea vs South Asia: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Korea
- South Asia
How they compare
South Asia currently reports 2.14 million number against 99,020 number in Korea, a difference of 2.04 million number.
That makes South Asia's figure about 21.6 times Korea's.
Across all 25 years both countries report, South Asia has been ahead every year.
Korea ranks 16th and South Asia ranks 16th of 185 countries.
South Asia has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Korea | South Asia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2,561 number | 146,438 number | 143,877 number | South Asia |
| 1980s | 7,459 number | 197,736 number | 190,276 number | South Asia |
| 1990s | 19,028 number | 261,449 number | 242,420 number | South Asia |
| 2010s | 92,161 number | 1.65 million number | 1.56 million number | South Asia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Korea or South Asia?
- South Asia, at 2.14 million number against 99,020 number in Korea as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Korea and South Asia?
- 2.04 million number, with South Asia ahead.
- How many years of comparable data are there for Korea and South Asia?
- 25 years are reported by both, from 1979 to 2018.
- How do Korea and South Asia rank globally for teachers in pre-primary education, both sexes?
- Korea ranks 16th and South Asia ranks 16th 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.