Kuwait vs Nicaragua: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Kuwait
- Nicaragua
How they compare
Nicaragua currently reports 10,289 number against 9,408 number in Kuwait, a difference of 881 number.
That makes Nicaragua's figure about 1.1 times Kuwait's.
The two have swapped places 1 time across 28 shared years of data; in 1980 it was Kuwait ahead.
Kuwait ranks 86th and Nicaragua ranks 83rd of 185 countries.
Across the 4 decades both report, Kuwait averaged higher in 1 and Nicaragua in 3.
Head to head by decade
| Decade | Kuwait | Nicaragua | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 2,320 number | 1,815 number | 505.22 number | Kuwait |
| 1990s | 2,989 number | 3,451 number | 462.78 number | Nicaragua |
| 2000s | 4,922 number | 8,354 number | 3,432 number | Nicaragua |
| 2010s | 6,661 number | 10,289 number | 3,628 number | Nicaragua |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Kuwait or Nicaragua?
- Nicaragua, at 10,289 number against 9,408 number in Kuwait as of 2010.
- What is the difference in teachers in pre-primary education, both sexes between Kuwait and Nicaragua?
- 881 number, with Nicaragua ahead.
- How many years of comparable data are there for Kuwait and Nicaragua?
- 28 years are reported by both, from 1980 to 2010.
- How do Kuwait and Nicaragua rank globally for teachers in pre-primary education, both sexes?
- Kuwait ranks 86th and Nicaragua ranks 83rd 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.