Caribbean Small States vs Kazakhstan: Teachers in pre-primary education, male
Teachers in pre-primary education, male over time
- Caribbean Small States
- Kazakhstan
How they compare
Kazakhstan currently reports 1,667 number against 1,172 number in Caribbean Small States, a difference of 495 number.
That makes Kazakhstan's figure about 1.4 times Caribbean Small States's.
Across all 11 years both countries report, Kazakhstan has been ahead every year.
Caribbean Small States ranks 42nd and Kazakhstan ranks 41st of 43 groups.
Kazakhstan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Caribbean Small States | Kazakhstan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 196.13 number | 352.75 number | 156.62 number | Kazakhstan |
| 2010s | 776.35 number | 1,205 number | 428.65 number | Kazakhstan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, male, Caribbean Small States or Kazakhstan?
- Kazakhstan, at 1,667 number against 1,172 number in Caribbean Small States as of 2014.
- What is the difference in teachers in pre-primary education, male between Caribbean Small States and Kazakhstan?
- 495 number, with Kazakhstan ahead.
- How many years of comparable data are there for Caribbean Small States and Kazakhstan?
- 11 years are reported by both, from 2002 to 2014.
- How do Caribbean Small States and Kazakhstan rank globally for teachers in pre-primary education, male?
- Caribbean Small States ranks 42nd and Kazakhstan ranks 41st of 43 groups.
- 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/