Latvia vs Palestine, State of: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Latvia
- Palestine, State of
How they compare
Palestine, State of currently reports 9,400 number against 8,723 number in Latvia, a difference of 677 number.
That makes Palestine, State of's figure about 1.1 times Latvia's.
The two have swapped places 3 times across 23 shared years of data; in 1995 it was Latvia ahead.
Latvia ranks 89th and Palestine, State of ranks 87th of 185 countries.
Latvia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Latvia | Palestine, State of | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 7,405 number | 1,936 number | 5,468 number | Latvia |
| 2000s | 6,330 number | 3,421 number | 2,909 number | Latvia |
| 2010s | 7,157 number | 6,403 number | 753.78 number | Latvia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Latvia or Palestine, State of?
- Palestine, State of, at 9,400 number against 8,723 number in Latvia as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Latvia and Palestine, State of?
- 677 number, with Palestine, State of ahead.
- How many years of comparable data are there for Latvia and Palestine, State of?
- 23 years are reported by both, from 1995 to 2018.
- How do Latvia and Palestine, State of rank globally for teachers in pre-primary education, both sexes?
- Latvia ranks 89th and Palestine, State of ranks 87th 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.