Cameroon vs Middle East, North Africa, Afghanistan & Pakistan (excluding high income): Teachers in pre-primary education, female

Cameroon
26,227 number
in 2019
Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
190,392 number
in 2019
Cameroon rank
40th
Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank
40th

Teachers in pre-primary education, female over time

  • Cameroon
  • Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
050.0k100.0k150.0k200.0k197619972019

How they compare

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) currently reports 190,392 number against 26,227 number in Cameroon, a difference of 164,165 number.

That makes Middle East, North Africa, Afghanistan & Pakistan (excluding high income)'s figure about 7.3 times Cameroon's.

Across all 37 years both countries report, Middle East, North Africa, Afghanistan & Pakistan (excluding high income) has been ahead every year.

Cameroon ranks 40th and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 40th of 179 countries.

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) has averaged higher in every one of the 5 decades both report.

Head to head by decade

Decade Cameroon Middle East, North Africa, Afghanistan & Pakistan (excluding high income) Difference Ahead
1970s 955.67 number 26,464 number 25,509 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
1980s 2,275 number 30,326 number 28,052 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
1990s 3,878 number 55,836 number 51,958 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
2000s 8,133 number 99,280 number 91,147 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
2010s 21,106 number 165,326 number 144,219 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)

Averages of every year both report within each decade.

Frequently asked questions

Which has higher teachers in pre-primary education, female, Cameroon or Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
Middle East, North Africa, Afghanistan & Pakistan (excluding high income), at 190,392 number against 26,227 number in Cameroon as of 2019.
What is the difference in teachers in pre-primary education, female between Cameroon and Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
164,165 number, with Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ahead.
How many years of comparable data are there for Cameroon and Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
37 years are reported by both, from 1977 to 2019.
How do Cameroon and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank globally for teachers in pre-primary education, female?
Cameroon ranks 40th and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 40th 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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Cameroon vs Middle East, North Africa, Afghanistan & Pakistan (excluding high income): Teachers in pre-primary education, female. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 18 September 2026, from https://education.statizoid.com/compare/teachers-in-pre-primary-education-female-number/cameroon/middle-east-north-africa-afghanistan-and-pakistan-excluding-high-income/

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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.