Arab World vs Ecuador: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Arab World
- Ecuador
How they compare
Arab World currently reports 259,444 number against 31,510 number in Ecuador, a difference of 227,934 number.
That makes Arab World's figure about 8.2 times Ecuador's.
Across all 35 years both countries report, Arab World has been ahead every year.
Arab World ranks 36th and Ecuador ranks 36th 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 | Ecuador | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 37,425 number | 2,822 number | 34,603 number | Arab World |
| 1990s | 76,359 number | 7,909 number | 68,449 number | Arab World |
| 2000s | 129,953 number | 12,519 number | 117,434 number | Arab World |
| 2010s | 229,326 number | 27,100 number | 202,226 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 Ecuador?
- Arab World, at 259,444 number against 31,510 number in Ecuador as of 2019.
- What is the difference in teachers in pre-primary education, female between Arab World and Ecuador?
- 227,934 number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Ecuador?
- 35 years are reported by both, from 1980 to 2018.
- How do Arab World and Ecuador rank globally for teachers in pre-primary education, female?
- Arab World ranks 36th and Ecuador ranks 36th 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.