Sri Lanka vs Sub-Saharan Africa (excluding high income): Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Sri Lanka
- Sub-Saharan Africa (excluding high income)
How they compare
Sub-Saharan Africa (excluding high income) currently reports 679,538 number against 35,438 number in Sri Lanka, a difference of 644,100 number.
That makes Sub-Saharan Africa (excluding high income)'s figure about 19.2 times Sri Lanka's.
Across all 9 years both countries report, Sub-Saharan Africa (excluding high income) has been ahead every year.
Sri Lanka ranks 31st and Sub-Saharan Africa (excluding high income) ranks 29th of 179 countries.
Sub-Saharan Africa (excluding high income) has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Sri Lanka or Sub-Saharan Africa (excluding high income)?
- Sub-Saharan Africa (excluding high income), at 679,538 number against 35,438 number in Sri Lanka as of 2018.
- What is the difference in teachers in pre-primary education, female between Sri Lanka and Sub-Saharan Africa (excluding high income)?
- 644,100 number, with Sub-Saharan Africa (excluding high income) ahead.
- How many years of comparable data are there for Sri Lanka and Sub-Saharan Africa (excluding high income)?
- 9 years are reported by both, from 2010 to 2018.
- How do Sri Lanka and Sub-Saharan Africa (excluding high income) rank globally for teachers in pre-primary education, female?
- Sri Lanka ranks 31st and Sub-Saharan Africa (excluding high income) ranks 29th 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.