Niger vs Switzerland: Teachers in pre-primary education, male

Niger
403 number
in 2019
Switzerland
414 number
in 2018
Niger rank
72nd
Switzerland rank
70th

Teachers in pre-primary education, male over time

  • Niger
  • Switzerland
0200400600197319962019

How they compare

Switzerland currently reports 414 number against 403 number in Niger, a difference of 11 number.

The two have swapped places 1 time across 6 shared years of data; in 2012 it was Niger ahead.

Niger ranks 72nd and Switzerland ranks 70th of 178 countries.

Niger has averaged higher in every one of the 1 decades both report.

Frequently asked questions

Which has higher teachers in pre-primary education, male, Niger or Switzerland?
Switzerland, at 414 number against 403 number in Niger as of 2018.
What is the difference in teachers in pre-primary education, male between Niger and Switzerland?
11 number, with Switzerland ahead.
How many years of comparable data are there for Niger and Switzerland?
6 years are reported by both, from 2012 to 2018.
How do Niger and Switzerland rank globally for teachers in pre-primary education, male?
Niger ranks 72nd and Switzerland ranks 70th 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.

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Niger vs Switzerland: Teachers in pre-primary education, male. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 20 August 2026, from https://reference.statizoid.com/compare/teachers-in-pre-primary-education-male-number/niger/switzerland/

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About this data

Indicator
Teachers in pre-primary education, male (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
223 places, 5,558 data points, 1970–2020
Last refreshed

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/