Peru vs Türkiye: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Peru
- Türkiye
How they compare
Peru currently reports 85,857 number against 79,672 number in Türkiye, a difference of 6,185 number.
That makes Peru's figure about 1.1 times Türkiye's.
Across all 23 years both countries report, Peru has been ahead every year.
Peru ranks 17th and Türkiye ranks 19th of 179 countries.
Peru has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Peru | Türkiye | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 3,986 number | 251.6 number | 3,735 number | Peru |
| 1980s | 8,845 number | 1,264 number | 7,581 number | Peru |
| 1990s | 23,360 number | 8,070 number | 15,290 number | Peru |
| 2000s | 51,046 number | 21,822 number | 29,224 number | Peru |
| 2010s | 76,039 number | 59,135 number | 16,903 number | Peru |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Peru or Türkiye?
- Peru, at 85,857 number against 79,672 number in Türkiye as of 2019.
- What is the difference in teachers in pre-primary education, female between Peru and Türkiye?
- 6,185 number, with Peru ahead.
- How many years of comparable data are there for Peru and Türkiye?
- 23 years are reported by both, from 1972 to 2018.
- How do Peru and Türkiye rank globally for teachers in pre-primary education, female?
- Peru ranks 17th and Türkiye ranks 19th 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.