Euro area vs Malaysia: Teachers in pre-primary education, male
Teachers in pre-primary education, male over time
- Euro area
- Malaysia
How they compare
Euro area currently reports 40,505 number against 2,581 number in Malaysia, a difference of 37,924 number.
That makes Euro area's figure about 15.7 times Malaysia's.
Across all 26 years both countries report, Euro area has been ahead every year.
Euro area ranks 31st and Malaysia ranks 32nd of 43 regions.
Euro area has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Euro area | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 30,760 number | 51 number | 30,709 number | Euro area |
| 1980s | 31,714 number | 119 number | 31,595 number | Euro area |
| 1990s | 39,164 number | 301 number | 38,863 number | Euro area |
| 2000s | 42,345 number | 866.56 number | 41,478 number | Euro area |
| 2010s | 42,694 number | 1,917 number | 40,777 number | Euro area |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, male, Euro area or Malaysia?
- Euro area, at 40,505 number against 2,581 number in Malaysia as of 2019.
- What is the difference in teachers in pre-primary education, male between Euro area and Malaysia?
- 37,924 number, with Euro area ahead.
- How many years of comparable data are there for Euro area and Malaysia?
- 26 years are reported by both, from 1974 to 2019.
- How do Euro area and Malaysia rank globally for teachers in pre-primary education, male?
- Euro area ranks 31st and Malaysia ranks 32nd of 43 regions.
- 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/