Argentina vs Malaysia: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Argentina
- Malaysia
How they compare
Argentina currently reports 68,884 number against 59,271 number in Malaysia, a difference of 9,613 number.
That makes Argentina's figure about 1.2 times Malaysia's.
Across all 12 years both countries report, Argentina has been ahead every year.
Argentina ranks 22nd and Malaysia ranks 25th of 179 countries.
Argentina has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Argentina | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 16,010 number | 1,590 number | 14,420 number | Argentina |
| 1980s | 34,374 number | 8,782 number | 25,593 number | Argentina |
| 1990s | 50,360 number | 22,068 number | 28,292 number | Argentina |
| 2000s | 64,612 number | 27,703 number | 36,910 number | Argentina |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Argentina or Malaysia?
- Argentina, at 68,884 number against 59,271 number in Malaysia as of 2008.
- What is the difference in teachers in pre-primary education, female between Argentina and Malaysia?
- 9,613 number, with Argentina ahead.
- How many years of comparable data are there for Argentina and Malaysia?
- 12 years are reported by both, from 1974 to 2008.
- How do Argentina and Malaysia rank globally for teachers in pre-primary education, female?
- Argentina ranks 22nd and Malaysia ranks 25th 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.