Caribbean Small States vs Guatemala: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Caribbean Small States
- Guatemala
How they compare
Guatemala currently reports 24,039 number against 17,553 number in Caribbean Small States, a difference of 6,486 number.
That makes Guatemala's figure about 1.4 times Caribbean Small States's.
Across all 7 years both countries report, Guatemala has been ahead every year.
Caribbean Small States ranks 44th and Guatemala ranks 45th of 45 groups.
Guatemala has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Caribbean Small States | Guatemala | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 13,248 number | 18,651 number | 5,403 number | Guatemala |
| 2010s | 14,320 number | 23,795 number | 9,475 number | Guatemala |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Caribbean Small States or Guatemala?
- Guatemala, at 24,039 number against 17,553 number in Caribbean Small States as of 2012.
- What is the difference in teachers in pre-primary education, female between Caribbean Small States and Guatemala?
- 6,486 number, with Guatemala ahead.
- How many years of comparable data are there for Caribbean Small States and Guatemala?
- 7 years are reported by both, from 2006 to 2012.
- How do Caribbean Small States and Guatemala rank globally for teachers in pre-primary education, female?
- Caribbean Small States ranks 44th and Guatemala ranks 45th of 45 groups.
- 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.