Small states vs South Africa: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Small states
- South Africa
How they compare
Small states currently reports 69,981 number against 28,902 number in South Africa, a difference of 41,079 number.
That makes Small states's figure about 2.4 times South Africa's.
Across all 17 years both countries report, Small states has been ahead every year.
Small states ranks 42nd and South Africa ranks 43rd of 45 groups.
Small states has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Small states | South Africa | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 37,230 number | 10,095 number | 27,135 number | Small states |
| 2000s | 45,089 number | 12,978 number | 32,111 number | Small states |
| 2010s | 59,559 number | 25,616 number | 33,943 number | Small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Small states or South Africa?
- Small states, at 69,981 number against 28,902 number in South Africa as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Small states and South Africa?
- 41,079 number, with Small states ahead.
- How many years of comparable data are there for Small states and South Africa?
- 17 years are reported by both, from 1994 to 2014.
- How do Small states and South Africa rank globally for teachers in pre-primary education, both sexes?
- Small states ranks 42nd and South Africa ranks 43rd 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.