China vs European Union: Teachers in pre-primary education, male
Teachers in pre-primary education, male over time
- China
- European Union
How they compare
China currently reports 73,731 number against 51,280 number in European Union, a difference of 22,451 number.
That makes China's figure about 1.4 times European Union's.
The two have swapped places 8 times across 35 shared years of data; in 1981 it was China ahead.
China ranks 1st and European Union ranks 2nd of 178 countries.
Across the 4 decades both report, China averaged higher in 2 and European Union in 2.
Head to head by decade
| Decade | China | European Union | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 51,789 number | 34,528 number | 17,261 number | China |
| 1990s | 44,408 number | 43,026 number | 1,381 number | China |
| 2000s | 34,879 number | 52,015 number | 17,136 number | European Union |
| 2010s | 53,261 number | 53,984 number | 722.31 number | European Union |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, male, China or European Union?
- China, at 73,731 number against 51,280 number in European Union as of 2019.
- What is the difference in teachers in pre-primary education, male between China and European Union?
- 22,451 number, with China ahead.
- How many years of comparable data are there for China and European Union?
- 35 years are reported by both, from 1981 to 2019.
- How do China and European Union rank globally for teachers in pre-primary education, male?
- China ranks 1st and European Union ranks 2nd 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/