Brazil vs Viet Nam: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Brazil
- Viet Nam
How they compare
Brazil currently reports 302,088 number against 261,651 number in Viet Nam, a difference of 40,437 number.
That makes Brazil's figure about 1.2 times Viet Nam's.
The two have swapped places 2 times across 16 shared years of data; in 1977 it was Brazil ahead.
Brazil ranks 5th and Viet Nam ranks 7th of 179 countries.
Brazil has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Brazil | Viet Nam | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 43,718 number | 34,502 number | 9,216 number | Brazil |
| 1980s | 61,360 number | 57,936 number | 3,423 number | Brazil |
| 1990s | 279,439 number | 92,544 number | 186,894 number | Brazil |
| 2000s | 345,355 number | 101,207 number | 244,148 number | Brazil |
| 2010s | 286,011 number | 223,742 number | 62,270 number | Brazil |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Brazil or Viet Nam?
- Brazil, at 302,088 number against 261,651 number in Viet Nam as of 2018.
- What is the difference in teachers in pre-primary education, female between Brazil and Viet Nam?
- 40,437 number, with Brazil ahead.
- How many years of comparable data are there for Brazil and Viet Nam?
- 16 years are reported by both, from 1977 to 2018.
- How do Brazil and Viet Nam rank globally for teachers in pre-primary education, female?
- Brazil ranks 5th and Viet Nam ranks 7th 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.