Poland vs South Asia: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Poland
- South Asia
How they compare
South Asia currently reports 1.93 million number against 100,241 number in Poland, a difference of 1.83 million number.
That makes South Asia's figure about 19.2 times Poland's.
Across all 27 years both countries report, South Asia has been ahead every year.
Poland ranks 13th and South Asia ranks 17th of 179 countries.
South Asia has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Poland | South Asia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 52,136 number | 119,026 number | 66,890 number | South Asia |
| 1980s | 70,501 number | 142,232 number | 71,731 number | South Asia |
| 2000s | 52,852 number | 846,562 number | 793,709 number | South Asia |
| 2010s | 82,946 number | 1.44 million number | 1.36 million number | South Asia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Poland or South Asia?
- South Asia, at 1.93 million number against 100,241 number in Poland as of 2019.
- What is the difference in teachers in pre-primary education, female between Poland and South Asia?
- 1.83 million number, with South Asia ahead.
- How many years of comparable data are there for Poland and South Asia?
- 27 years are reported by both, from 1979 to 2018.
- How do Poland and South Asia rank globally for teachers in pre-primary education, female?
- Poland ranks 13th and South Asia ranks 17th 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.