Bulgaria vs Dominican Republic: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Bulgaria
- Dominican Republic
How they compare
Bulgaria currently reports 17,969 number against 16,581 number in Dominican Republic, a difference of 1,388 number.
That makes Bulgaria's figure about 1.1 times Dominican Republic's.
Across all 19 years both countries report, Bulgaria has been ahead every year.
Bulgaria ranks 53rd and Dominican Republic ranks 55th of 179 countries.
Bulgaria has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bulgaria | Dominican Republic | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 21,299 number | 8,131 number | 13,168 number | Bulgaria |
| 2000s | 17,802 number | 8,427 number | 9,375 number | Bulgaria |
| 2010s | 18,331 number | 11,879 number | 6,452 number | Bulgaria |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Bulgaria or Dominican Republic?
- Bulgaria, at 17,969 number against 16,581 number in Dominican Republic as of 2018.
- What is the difference in teachers in pre-primary education, female between Bulgaria and Dominican Republic?
- 1,388 number, with Bulgaria ahead.
- How many years of comparable data are there for Bulgaria and Dominican Republic?
- 19 years are reported by both, from 1997 to 2018.
- How do Bulgaria and Dominican Republic rank globally for teachers in pre-primary education, female?
- Bulgaria ranks 53rd and Dominican Republic ranks 55th 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.