Arab World vs Romania: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Arab World
- Romania
How they compare
Arab World currently reports 259,444 number against 34,605 number in Romania, a difference of 224,839 number.
That makes Arab World's figure about 7.5 times Romania's.
The two have swapped places 1 time across 39 shared years of data; in 1980 it was Romania ahead.
Arab World ranks 36th and Romania ranks 33rd 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 | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 38,641 number | 34,734 number | 3,907 number | Arab World |
| 1990s | 70,014 number | 36,616 number | 33,398 number | Arab World |
| 2000s | 129,953 number | 35,566 number | 94,388 number | Arab World |
| 2010s | 229,326 number | 35,691 number | 193,635 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 Romania?
- Arab World, at 259,444 number against 34,605 number in Romania as of 2019.
- What is the difference in teachers in pre-primary education, female between Arab World and Romania?
- 224,839 number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Romania?
- 39 years are reported by both, from 1980 to 2018.
- How do Arab World and Romania rank globally for teachers in pre-primary education, female?
- Arab World ranks 36th and Romania ranks 33rd 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.