Cameroon vs Czechia: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Cameroon
- Czechia
How they compare
Cameroon currently reports 26,227 number against 24,708 number in Czechia, a difference of 1,519 number.
That makes Cameroon's figure about 1.1 times Czechia's.
Across all 30 years both countries report, Czechia has been ahead every year.
Cameroon ranks 40th and Czechia ranks 43rd of 179 countries.
Czechia has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Cameroon | Czechia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 955.67 number | 26,458 number | 25,502 number | Czechia |
| 1980s | 2,275 number | 31,049 number | 28,775 number | Czechia |
| 1990s | 3,704 number | 28,301 number | 24,597 number | Czechia |
| 2000s | 8,133 number | 21,684 number | 13,551 number | Czechia |
| 2010s | 15,281 number | 23,728 number | 8,447 number | Czechia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Cameroon or Czechia?
- Cameroon, at 26,227 number against 24,708 number in Czechia as of 2019.
- What is the difference in teachers in pre-primary education, female between Cameroon and Czechia?
- 1,519 number, with Cameroon ahead.
- How many years of comparable data are there for Cameroon and Czechia?
- 30 years are reported by both, from 1977 to 2012.
- How do Cameroon and Czechia rank globally for teachers in pre-primary education, female?
- Cameroon ranks 40th and Czechia ranks 43rd 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.