Peru vs Türkiye: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Peru
- Türkiye
How they compare
Peru currently reports 88,545 number against 84,257 number in Türkiye, a difference of 4,288 number.
That makes Peru's figure about 1.1 times Türkiye's.
The two have swapped places 1 time across 39 shared years of data; in 1971 it was Peru ahead.
Peru ranks 18th and Türkiye ranks 19th of 185 countries.
Peru has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Peru | Türkiye | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 3,779 number | 249.67 number | 3,529 number | Peru |
| 1980s | 12,645 number | 3,634 number | 9,011 number | Peru |
| 1990s | 25,599 number | 9,597 number | 16,002 number | Peru |
| 2000s | 49,002 number | 21,141 number | 27,861 number | Peru |
| 2010s | 79,441 number | 62,722 number | 16,719 number | Peru |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Peru or Türkiye?
- Peru, at 88,545 number against 84,257 number in Türkiye as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Peru and Türkiye?
- 4,288 number, with Peru ahead.
- How many years of comparable data are there for Peru and Türkiye?
- 39 years are reported by both, from 1971 to 2018.
- How do Peru and Türkiye rank globally for teachers in pre-primary education, both sexes?
- Peru ranks 18th and Türkiye ranks 19th 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.