Niger vs Panama: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Niger
- Panama
How they compare
Panama currently reports 6,203 number against 5,643 number in Niger, a difference of 560 number.
That makes Panama's figure about 1.1 times Niger's.
The two have swapped places 1 time across 40 shared years of data; in 1973 it was Panama ahead.
Niger ranks 107th and Panama ranks 106th of 185 countries.
Panama has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Niger | Panama | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 25.71 number | 498 number | 472.29 number | Panama |
| 1980s | 122.44 number | 1,075 number | 952.11 number | Panama |
| 1990s | 378.71 number | 1,773 number | 1,394 number | Panama |
| 2000s | 924.56 number | 4,312 number | 3,387 number | Panama |
| 2010s | 4,698 number | 5,625 number | 927.12 number | Panama |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Niger or Panama?
- Panama, at 6,203 number against 5,643 number in Niger as of 2017.
- What is the difference in teachers in pre-primary education, both sexes between Niger and Panama?
- 560 number, with Panama ahead.
- How many years of comparable data are there for Niger and Panama?
- 40 years are reported by both, from 1973 to 2017.
- How do Niger and Panama rank globally for teachers in pre-primary education, both sexes?
- Niger ranks 107th and Panama ranks 106th 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.