Mongolia vs Tajikistan: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Mongolia
- Tajikistan
How they compare
Tajikistan currently reports 7,964 number against 7,745 number in Mongolia, a difference of 219 number.
Across all 22 years both countries report, Tajikistan has been ahead every year.
Mongolia ranks 96th and Tajikistan ranks 95th of 185 countries.
Tajikistan has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Mongolia | Tajikistan | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 1,813 number | 7,391 number | 5,578 number | Tajikistan |
| 1990s | 4,083 number | 8,473 number | 4,390 number | Tajikistan |
| 2000s | 3,394 number | 4,669 number | 1,275 number | Tajikistan |
| 2010s | 5,632 number | 5,979 number | 347.4 number | Tajikistan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Mongolia or Tajikistan?
- Tajikistan, at 7,964 number against 7,745 number in Mongolia as of 2017.
- What is the difference in teachers in pre-primary education, both sexes between Mongolia and Tajikistan?
- 219 number, with Tajikistan ahead.
- How many years of comparable data are there for Mongolia and Tajikistan?
- 22 years are reported by both, from 1981 to 2017.
- How do Mongolia and Tajikistan rank globally for teachers in pre-primary education, both sexes?
- Mongolia ranks 96th and Tajikistan ranks 95th 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.