Argentina vs Sub-Saharan Africa: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Argentina
- Sub-Saharan Africa
How they compare
Sub-Saharan Africa currently reports 681,814 number against 68,884 number in Argentina, a difference of 612,930 number.
That makes Sub-Saharan Africa's figure about 9.9 times Argentina's.
Across all 10 years both countries report, Sub-Saharan Africa has been ahead every year.
Argentina ranks 22nd and Sub-Saharan Africa ranks 27th of 179 countries.
Sub-Saharan Africa has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Argentina | Sub-Saharan Africa | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 50,360 number | 192,212 number | 141,852 number | Sub-Saharan Africa |
| 2000s | 62,976 number | 279,209 number | 216,232 number | Sub-Saharan Africa |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Argentina or Sub-Saharan Africa?
- Sub-Saharan Africa, at 681,814 number against 68,884 number in Argentina as of 2018.
- What is the difference in teachers in pre-primary education, female between Argentina and Sub-Saharan Africa?
- 612,930 number, with Sub-Saharan Africa ahead.
- How many years of comparable data are there for Argentina and Sub-Saharan Africa?
- 10 years are reported by both, from 1998 to 2008.
- How do Argentina and Sub-Saharan Africa rank globally for teachers in pre-primary education, female?
- Argentina ranks 22nd and Sub-Saharan Africa ranks 27th 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.