Montenegro vs Sao Tome and Principe: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Montenegro
- Sao Tome and Principe
How they compare
Montenegro currently reports 729 number against 662 number in Sao Tome and Principe, a difference of 67 number.
That makes Montenegro's figure about 1.1 times Sao Tome and Principe's.
Across all 5 years both countries report, Montenegro has been ahead every year.
Montenegro ranks 150th and Sao Tome and Principe ranks 153rd of 185 countries.
Montenegro has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Montenegro | Sao Tome and Principe | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 663.25 number | 210.25 number | 453 number | Montenegro |
| 2010s | 744 number | 330 number | 414 number | Montenegro |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Montenegro or Sao Tome and Principe?
- Montenegro, at 729 number against 662 number in Sao Tome and Principe as of 2011.
- What is the difference in teachers in pre-primary education, both sexes between Montenegro and Sao Tome and Principe?
- 67 number, with Montenegro ahead.
- How many years of comparable data are there for Montenegro and Sao Tome and Principe?
- 5 years are reported by both, from 2001 to 2010.
- How do Montenegro and Sao Tome and Principe rank globally for teachers in pre-primary education, both sexes?
- Montenegro ranks 150th and Sao Tome and Principe ranks 153rd 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.