Lebanon vs Republic of Moldova: Teachers in pre-primary education, male
Teachers in pre-primary education, male over time
- Lebanon
- Republic of Moldova
How they compare
Republic of Moldova currently reports 282 number against 268 number in Lebanon, a difference of 14 number.
That makes Republic of Moldova's figure about 1.1 times Lebanon's.
The two have swapped places 1 time across 16 shared years of data; in 1999 it was Lebanon ahead.
Lebanon ranks 85th and Republic of Moldova ranks 83rd of 178 countries.
Lebanon has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Lebanon | Republic of Moldova | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 484 number | 0 number | 484 number | Lebanon |
| 2000s | 47.22 number | 0 number | 47.22 number | Lebanon |
| 2010s | 167 number | 146.5 number | 20.5 number | Lebanon |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, male, Lebanon or Republic of Moldova?
- Republic of Moldova, at 282 number against 268 number in Lebanon as of 2019.
- What is the difference in teachers in pre-primary education, male between Lebanon and Republic of Moldova?
- 14 number, with Republic of Moldova ahead.
- How many years of comparable data are there for Lebanon and Republic of Moldova?
- 16 years are reported by both, from 1999 to 2019.
- How do Lebanon and Republic of Moldova rank globally for teachers in pre-primary education, male?
- Lebanon ranks 85th and Republic of Moldova ranks 83rd 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/