Kenya vs Middle income: Teachers in pre-primary education, male
Teachers in pre-primary education, male over time
- Kenya
- Middle income
How they compare
Middle income currently reports 541,777 number against 20,961 number in Kenya, a difference of 520,816 number.
That makes Middle income's figure about 25.8 times Kenya's.
Across all 22 years both countries report, Middle income has been ahead every year.
Kenya ranks 5th and Middle income ranks 3rd of 178 countries.
Middle income has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Kenya | Middle income | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 29.8 number | 192,188 number | 192,158 number | Middle income |
| 1990s | 6,862 number | 249,724 number | 242,863 number | Middle income |
| 2000s | 10,220 number | 304,462 number | 294,242 number | Middle income |
| 2010s | 21,625 number | 411,974 number | 390,349 number | Middle income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, male, Kenya or Middle income?
- Middle income, at 541,777 number against 20,961 number in Kenya as of 2019.
- What is the difference in teachers in pre-primary education, male between Kenya and Middle income?
- 520,816 number, with Middle income ahead.
- How many years of comparable data are there for Kenya and Middle income?
- 22 years are reported by both, from 1983 to 2016.
- How do Kenya and Middle income rank globally for teachers in pre-primary education, male?
- Kenya ranks 5th and Middle income ranks 3rd 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/