Pacific island small states vs Uganda: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Pacific island small states
- Uganda
How they compare
Uganda currently reports 27,641 number against 4,879 number in Pacific island small states, a difference of 22,762 number.
That makes Uganda's figure about 5.7 times Pacific island small states's.
Across all 9 years both countries report, Uganda has been ahead every year.
Pacific island small states ranks 45th and Uganda ranks 46th of 45 groups.
Uganda has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Pacific island small states | Uganda | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3,264 number | 11,742 number | 8,477 number | Uganda |
| 2010s | 4,161 number | 19,542 number | 15,381 number | Uganda |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Pacific island small states or Uganda?
- Uganda, at 27,641 number against 4,879 number in Pacific island small states as of 2017.
- What is the difference in teachers in pre-primary education, both sexes between Pacific island small states and Uganda?
- 22,762 number, with Uganda ahead.
- How many years of comparable data are there for Pacific island small states and Uganda?
- 9 years are reported by both, from 2007 to 2017.
- How do Pacific island small states and Uganda rank globally for teachers in pre-primary education, both sexes?
- Pacific island small states ranks 45th and Uganda ranks 46th 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.
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.