Albania vs Burkina Faso: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Albania
- Burkina Faso
How they compare
Albania currently reports 4,820 number against 4,302 number in Burkina Faso, a difference of 518 number.
That makes Albania's figure about 1.1 times Burkina Faso's.
Across all 27 years both countries report, Albania has been ahead every year.
Albania ranks 108th and Burkina Faso ranks 110th of 179 countries.
Albania has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Albania | Burkina Faso | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2,713 number | 10 number | 2,703 number | Albania |
| 1980s | 4,750 number | 88.89 number | 4,661 number | Albania |
| 1990s | 4,939 number | 271.12 number | 4,668 number | Albania |
| 2000s | 3,773 number | 1,217 number | 2,556 number | Albania |
| 2010s | 4,533 number | 2,860 number | 1,672 number | Albania |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Albania or Burkina Faso?
- Albania, at 4,820 number against 4,302 number in Burkina Faso as of 2019.
- What is the difference in teachers in pre-primary education, female between Albania and Burkina Faso?
- 518 number, with Albania ahead.
- How many years of comparable data are there for Albania and Burkina Faso?
- 27 years are reported by both, from 1972 to 2019.
- How do Albania and Burkina Faso rank globally for teachers in pre-primary education, female?
- Albania ranks 108th and Burkina Faso ranks 110th of 179 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in pre-primary education, female (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of female 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.