Colombia vs Euro area: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Colombia
- Euro area
How they compare
Euro area currently reports 811,388 number against 48,722 number in Colombia, a difference of 762,666 number.
That makes Euro area's figure about 16.7 times Colombia's.
Across all 21 years both countries report, Euro area has been ahead every year.
Colombia ranks 27th and Euro area ranks 26th of 179 countries.
Euro area has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Colombia | Euro area | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 7,258 number | 463,212 number | 455,955 number | Euro area |
| 1990s | 41,344 number | 512,348 number | 471,004 number | Euro area |
| 2000s | 48,023 number | 635,700 number | 587,677 number | Euro area |
| 2010s | 48,560 number | 747,010 number | 698,450 number | Euro area |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Colombia or Euro area?
- Euro area, at 811,388 number against 48,722 number in Colombia as of 2019.
- What is the difference in teachers in pre-primary education, female between Colombia and Euro area?
- 762,666 number, with Euro area ahead.
- How many years of comparable data are there for Colombia and Euro area?
- 21 years are reported by both, from 1983 to 2014.
- How do Colombia and Euro area rank globally for teachers in pre-primary education, female?
- Colombia ranks 27th and Euro area ranks 26th of 179 countries.
- 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.