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

Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
190,392 number
in 2019
Netherlands
26,665 number
in 2018
Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank
40th
Netherlands rank
39th

Teachers in pre-primary education, female over time

  • Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
  • Netherlands
050.0k100.0k150.0k200.0k197119952019

How they compare

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) currently reports 190,392 number against 26,665 number in Netherlands, a difference of 163,727 number.

That makes Middle East, North Africa, Afghanistan & Pakistan (excluding high income)'s figure about 7.1 times Netherlands's.

Across all 27 years both countries report, Middle East, North Africa, Afghanistan & Pakistan (excluding high income) has been ahead every year.

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 40th and Netherlands ranks 39th of 45 groups.

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) has averaged higher in every one of the 4 decades both report.

Head to head by decade

Decade Middle East, North Africa, Afghanistan & Pakistan (excluding high income) Netherlands Difference Ahead
1970s 25,246 number 20,826 number 4,420 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
1980s 30,035 number 21,503 number 8,531 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
1990s 46,070 number 20,904 number 25,166 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
2010s 166,998 number 28,678 number 138,320 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, Middle East, North Africa, Afghanistan & Pakistan (excluding high income) or Netherlands?
Middle East, North Africa, Afghanistan & Pakistan (excluding high income), at 190,392 number against 26,665 number in Netherlands as of 2019.
What is the difference in teachers in pre-primary education, female between Middle East, North Africa, Afghanistan & Pakistan (excluding high income) and Netherlands?
163,727 number, with Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ahead.
How many years of comparable data are there for Middle East, North Africa, Afghanistan & Pakistan (excluding high income) and Netherlands?
27 years are reported by both, from 1976 to 2018.
How do Middle East, North Africa, Afghanistan & Pakistan (excluding high income) and Netherlands rank globally for teachers in pre-primary education, female?
Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 40th and Netherlands ranks 39th 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.

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Middle East, North Africa, Afghanistan & Pakistan (excluding high income) vs Netherlands: 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/middle-east-north-africa-afghanistan-and-pakistan-excluding-high-income/netherlands/

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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.