Argentina vs Philippines: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Argentina
- Philippines
How they compare
Argentina currently reports 68,884 number against 63,134 number in Philippines, a difference of 5,750 number.
That makes Argentina's figure about 1.1 times Philippines's.
Across all 10 years both countries report, Argentina has been ahead every year.
Argentina ranks 22nd and Philippines ranks 23rd of 179 countries.
Argentina has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Argentina | Philippines | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 13,652 number | 1,584 number | 12,068 number | Argentina |
| 1980s | 29,531 number | 1,846 number | 27,685 number | Argentina |
| 1990s | 52,748 number | 15,161 number | 37,587 number | Argentina |
| 2000s | 62,133 number | 23,447 number | 38,686 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 Philippines?
- Argentina, at 68,884 number against 63,134 number in Philippines as of 2008.
- What is the difference in teachers in pre-primary education, female between Argentina and Philippines?
- 5,750 number, with Argentina ahead.
- How many years of comparable data are there for Argentina and Philippines?
- 10 years are reported by both, from 1972 to 2007.
- How do Argentina and Philippines rank globally for teachers in pre-primary education, female?
- Argentina ranks 22nd and Philippines ranks 23rd 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.