High income vs Netherlands: Teachers in pre-primary education, male
Teachers in pre-primary education, male over time
- High income
- Netherlands
How they compare
High income currently reports 97,124 number against 3,677 number in Netherlands, a difference of 93,447 number.
That makes High income's figure about 26.4 times Netherlands's.
Across all 31 years both countries report, High income has been ahead every year.
High income ranks 22nd and Netherlands ranks 24th of 43 groups.
High income has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | High income | Netherlands | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 58,859 number | 0 number | 58,859 number | High income |
| 1980s | 65,911 number | 38.1 number | 65,873 number | High income |
| 1990s | 74,129 number | 1,293 number | 72,836 number | High income |
| 2010s | 102,137 number | 4,340 number | 97,797 number | High income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, male, High income or Netherlands?
- High income, at 97,124 number against 3,677 number in Netherlands as of 2019.
- What is the difference in teachers in pre-primary education, male between High income and Netherlands?
- 93,447 number, with High income ahead.
- How many years of comparable data are there for High income and Netherlands?
- 31 years are reported by both, from 1972 to 2018.
- How do High income and Netherlands rank globally for teachers in pre-primary education, male?
- High income ranks 22nd and Netherlands ranks 24th 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/