Burkina Faso vs Dominican Republic: Teachers in pre-primary education, male
Teachers in pre-primary education, male over time
- Burkina Faso
- Dominican Republic
How they compare
Dominican Republic currently reports 941 number against 728 number in Burkina Faso, a difference of 213 number.
That makes Dominican Republic's figure about 1.3 times Burkina Faso's.
Across all 11 years both countries report, Dominican Republic has been ahead every year.
Burkina Faso ranks 58th and Dominican Republic ranks 55th of 178 countries.
Dominican Republic has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Burkina Faso | Dominican Republic | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 46.5 number | 808.5 number | 762 number | Dominican Republic |
| 2000s | 506 number | 537 number | 31 number | Dominican Republic |
| 2010s | 571.38 number | 764.38 number | 193 number | Dominican Republic |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, male, Burkina Faso or Dominican Republic?
- Dominican Republic, at 941 number against 728 number in Burkina Faso as of 2019.
- What is the difference in teachers in pre-primary education, male between Burkina Faso and Dominican Republic?
- 213 number, with Dominican Republic ahead.
- How many years of comparable data are there for Burkina Faso and Dominican Republic?
- 11 years are reported by both, from 1997 to 2019.
- How do Burkina Faso and Dominican Republic rank globally for teachers in pre-primary education, male?
- Burkina Faso ranks 58th and Dominican Republic ranks 55th of 178 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in pre-primary education, male (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of male 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/