Ethiopia vs Other small states: Teachers in pre-primary education, male
Teachers in pre-primary education, male over time
- Ethiopia
- Other small states
How they compare
Other small states currently reports 2,907 number against 1,607 number in Ethiopia, a difference of 1,300 number.
That makes Other small states's figure about 1.8 times Ethiopia's.
The two have swapped places 4 times across 20 shared years of data; in 1991 it was Other small states ahead.
Ethiopia ranks 42nd and Other small states ranks 41st of 178 countries.
Across the 3 decades both report, Ethiopia averaged higher in 1 and Other small states in 2.
Head to head by decade
| Decade | Ethiopia | Other small states | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 97.38 number | 828.08 number | 730.71 number | Other small states |
| 2000s | 1,118 number | 1,363 number | 244.83 number | Other small states |
| 2010s | 2,563 number | 2,457 number | 105.73 number | Ethiopia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, male, Ethiopia or Other small states?
- Other small states, at 2,907 number against 1,607 number in Ethiopia as of 2019.
- What is the difference in teachers in pre-primary education, male between Ethiopia and Other small states?
- 1,300 number, with Other small states ahead.
- How many years of comparable data are there for Ethiopia and Other small states?
- 20 years are reported by both, from 1991 to 2017.
- How do Ethiopia and Other small states rank globally for teachers in pre-primary education, male?
- Ethiopia ranks 42nd and Other small states ranks 41st 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/