IBRD only vs Mexico: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- IBRD only
- Mexico
How they compare
IBRD only currently reports 7.57 million number against 227,330 number in Mexico, a difference of 7.35 million number.
That makes IBRD only's figure about 33.3 times Mexico's.
Across all 39 years both countries report, IBRD only has been ahead every year.
IBRD only ranks 4th and Mexico ranks 8th of 43 groups.
IBRD only has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | IBRD only | Mexico | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 2.17 million number | 64,690 number | 2.11 million number | IBRD only |
| 1990s | 2.97 million number | 123,094 number | 2.85 million number | IBRD only |
| 2000s | 3.66 million number | 150,448 number | 3.51 million number | IBRD only |
| 2010s | 5.85 million number | 204,935 number | 5.64 million number | IBRD only |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, IBRD only or Mexico?
- IBRD only, at 7.57 million number against 227,330 number in Mexico as of 2019.
- What is the difference in teachers in pre-primary education, female between IBRD only and Mexico?
- 7.35 million number, with IBRD only ahead.
- How many years of comparable data are there for IBRD only and Mexico?
- 39 years are reported by both, from 1980 to 2018.
- How do IBRD only and Mexico rank globally for teachers in pre-primary education, female?
- IBRD only ranks 4th and Mexico ranks 8th of 43 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.