Belgium vs Sri Lanka: Teachers in pre-primary education, female

Belgium
34,923 number
in 2018
Sri Lanka
35,438 number
in 2018
Belgium rank
32nd
Sri Lanka rank
31st

Teachers in pre-primary education, female over time

  • Belgium
  • Sri Lanka
010.0k20.0k30.0k40.0k197119942018

How they compare

Sri Lanka currently reports 35,438 number against 34,923 number in Belgium, a difference of 515 number.

The two have swapped places 1 time across 9 shared years of data; in 2010 it was Belgium ahead.

Belgium ranks 32nd and Sri Lanka ranks 31st of 179 countries.

Belgium has averaged higher in every one of the 1 decades both report.

Frequently asked questions

Which has higher teachers in pre-primary education, female, Belgium or Sri Lanka?
Sri Lanka, at 35,438 number against 34,923 number in Belgium as of 2018.
What is the difference in teachers in pre-primary education, female between Belgium and Sri Lanka?
515 number, with Sri Lanka ahead.
How many years of comparable data are there for Belgium and Sri Lanka?
9 years are reported by both, from 2010 to 2018.
How do Belgium and Sri Lanka rank globally for teachers in pre-primary education, female?
Belgium ranks 32nd and Sri Lanka ranks 31st 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.

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Belgium vs Sri Lanka: Teachers in pre-primary education, female. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 03 September 2026, from https://education.statizoid.com/compare/teachers-in-pre-primary-education-female-number/belgium/sri-lanka/

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About this data

Indicator
Teachers in pre-primary education, female (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
224 places, 5,584 data points, 1970–2020
Last refreshed

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.