South Asia vs Spain: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- South Asia
- Spain
How they compare
South Asia currently reports 2.14 million number against 97,784 number in Spain, a difference of 2.04 million number.
That makes South Asia's figure about 21.8 times Spain's.
Across all 25 years both countries report, South Asia has been ahead every year.
South Asia ranks 16th and Spain ranks 17th of 45 groups.
South Asia has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | South Asia | Spain | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 146,438 number | 31,338 number | 115,100 number | South Asia |
| 1980s | 197,736 number | 37,760 number | 159,976 number | South Asia |
| 1990s | 275,297 number | 50,405 number | 224,892 number | South Asia |
| 2010s | 1.70 million number | 100,545 number | 1.60 million number | South Asia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, South Asia or Spain?
- South Asia, at 2.14 million number against 97,784 number in Spain as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between South Asia and Spain?
- 2.04 million number, with South Asia ahead.
- How many years of comparable data are there for South Asia and Spain?
- 25 years are reported by both, from 1979 to 2018.
- How do South Asia and Spain rank globally for teachers in pre-primary education, both sexes?
- South Asia ranks 16th and Spain ranks 17th 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.