Middle East, North Africa, Afghanistan & Pakistan (excluding high income) vs Netherlands: Teachers in pre-primary education, both sexes

Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
210,927 number
in 2019
Netherlands
30,341 number
in 2018
Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank
40th
Netherlands rank
42nd

Teachers in pre-primary education, both sexes over time

  • Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
  • Netherlands
050.0k100.0k150.0k200.0k197119952019

How they compare

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) currently reports 210,927 number against 30,341 number in Netherlands, a difference of 180,586 number.

That makes Middle East, North Africa, Afghanistan & Pakistan (excluding high income)'s figure about 7.0 times Netherlands's.

Across all 27 years both countries report, Middle East, North Africa, Afghanistan & Pakistan (excluding high income) has been ahead every year.

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 40th and Netherlands ranks 42nd of 45 groups.

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) has averaged higher in every one of the 4 decades both report.

Head to head by decade

Decade Middle East, North Africa, Afghanistan & Pakistan (excluding high income) Netherlands Difference Ahead
1970s 47,595 number 20,826 number 26,770 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
1980s 60,086 number 21,542 number 38,544 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
1990s 76,866 number 22,197 number 54,669 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
2010s 188,284 number 33,018 number 155,267 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)

Averages of every year both report within each decade.

Frequently asked questions

Which has higher teachers in pre-primary education, both sexes, Middle East, North Africa, Afghanistan & Pakistan (excluding high income) or Netherlands?
Middle East, North Africa, Afghanistan & Pakistan (excluding high income), at 210,927 number against 30,341 number in Netherlands as of 2019.
What is the difference in teachers in pre-primary education, both sexes between Middle East, North Africa, Afghanistan & Pakistan (excluding high income) and Netherlands?
180,586 number, with Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ahead.
How many years of comparable data are there for Middle East, North Africa, Afghanistan & Pakistan (excluding high income) and Netherlands?
27 years are reported by both, from 1976 to 2018.
How do Middle East, North Africa, Afghanistan & Pakistan (excluding high income) and Netherlands rank globally for teachers in pre-primary education, both sexes?
Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 40th and Netherlands ranks 42nd of 45 groups.
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.

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Middle East, North Africa, Afghanistan & Pakistan (excluding high income) vs Netherlands: Teachers in pre-primary education, both sexes. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 19 September 2026, from https://education.statizoid.com/compare/teachers-in-pre-primary-education-both-sexes-number/middle-east-north-africa-afghanistan-and-pakistan-excluding-high-income/netherlands/

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About this data

Indicator
Teachers in pre-primary education, both sexes (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
230 places, 6,393 data points, 1970–2020
Last refreshed

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.