Arab World vs Denmark: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Arab World
- Denmark
How they compare
Arab World currently reports 259,444 number against 28,916 number in Denmark, a difference of 230,528 number.
That makes Arab World's figure about 9.0 times Denmark's.
Across all 9 years both countries report, Arab World has been ahead every year.
Arab World ranks 36th and Denmark ranks 37th of 43 groups.
Arab World has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Arab World | Denmark | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 40,578 number | 2,034 number | 38,544 number | Arab World |
| 1990s | 72,549 number | 23,478 number | 49,072 number | Arab World |
| 2000s | 103,095 number | 43,324 number | 59,771 number | Arab World |
| 2010s | 251,341 number | 28,916 number | 222,425 number | Arab World |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Arab World or Denmark?
- Arab World, at 259,444 number against 28,916 number in Denmark as of 2019.
- What is the difference in teachers in pre-primary education, female between Arab World and Denmark?
- 230,528 number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Denmark?
- 9 years are reported by both, from 1985 to 2018.
- How do Arab World and Denmark rank globally for teachers in pre-primary education, female?
- Arab World ranks 36th and Denmark ranks 37th of 43 groups.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in pre-primary education, female (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of female 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.