Kazakhstan vs Other small states: Teachers in pre-primary education, male
Teachers in pre-primary education, male over time
- Kazakhstan
- Other small states
How they compare
Other small states currently reports 2,907 number against 1,667 number in Kazakhstan, a difference of 1,240 number.
That makes Other small states's figure about 1.7 times Kazakhstan's.
Across all 11 years both countries report, Other small states has been ahead every year.
Kazakhstan ranks 41st and Other small states ranks 41st of 178 countries.
Other small states has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Kazakhstan | Other small states | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 352.75 number | 1,493 number | 1,140 number | Other small states |
| 2010s | 1,205 number | 2,420 number | 1,215 number | Other small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, male, Kazakhstan or Other small states?
- Other small states, at 2,907 number against 1,667 number in Kazakhstan as of 2019.
- What is the difference in teachers in pre-primary education, male between Kazakhstan and Other small states?
- 1,240 number, with Other small states ahead.
- How many years of comparable data are there for Kazakhstan and Other small states?
- 11 years are reported by both, from 2002 to 2014.
- How do Kazakhstan and Other small states rank globally for teachers in pre-primary education, male?
- Kazakhstan ranks 41st 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/