Malta vs Suriname: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Malta
- Suriname
How they compare
Suriname currently reports 828 number against 782.5 number in Malta, a difference of 45.5 number.
That makes Suriname's figure about 1.1 times Malta's.
The two have swapped places 7 times across 27 shared years of data; in 1973 it was Suriname ahead.
Malta ranks 148th and Suriname ranks 147th of 185 countries.
Across the 5 decades both report, Malta averaged higher in 3 and Suriname in 2.
Head to head by decade
| Decade | Malta | Suriname | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 275.25 number | 694 number | 418.75 number | Suriname |
| 1980s | 418.4 number | 675.6 number | 257.2 number | Suriname |
| 1990s | 676.75 number | 668.5 number | 8.25 number | Malta |
| 2000s | 781.67 number | 742 number | 39.67 number | Malta |
| 2010s | 710.06 number | 684.62 number | 25.44 number | Malta |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Malta or Suriname?
- Suriname, at 828 number against 782.5 number in Malta as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Malta and Suriname?
- 45.5 number, with Suriname ahead.
- How many years of comparable data are there for Malta and Suriname?
- 27 years are reported by both, from 1973 to 2017.
- How do Malta and Suriname rank globally for teachers in pre-primary education, both sexes?
- Malta ranks 148th and Suriname ranks 147th 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.