Denmark vs Ecuador: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Denmark
- Ecuador
How they compare
Ecuador currently reports 31,510 number against 28,916 number in Denmark, a difference of 2,594 number.
That makes Ecuador's figure about 1.1 times Denmark's.
The two have swapped places 3 times across 14 shared years of data; in 1973 it was Denmark ahead.
Denmark ranks 37th and Ecuador ranks 36th of 179 countries.
Across the 5 decades both report, Denmark averaged higher in 3 and Ecuador in 2.
Head to head by decade
| Decade | Denmark | Ecuador | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 1,613 number | 672.6 number | 940.2 number | Denmark |
| 1980s | 2,034 number | 3,691 number | 1,658 number | Ecuador |
| 1990s | 23,478 number | 7,101 number | 16,376 number | Denmark |
| 2000s | 43,324 number | 11,406 number | 31,918 number | Denmark |
| 2010s | 28,916 number | 31,510 number | 2,594 number | Ecuador |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Denmark or Ecuador?
- Ecuador, at 31,510 number against 28,916 number in Denmark as of 2018.
- What is the difference in teachers in pre-primary education, female between Denmark and Ecuador?
- 2,594 number, with Ecuador ahead.
- How many years of comparable data are there for Denmark and Ecuador?
- 14 years are reported by both, from 1973 to 2018.
- How do Denmark and Ecuador rank globally for teachers in pre-primary education, female?
- Denmark ranks 37th and Ecuador ranks 36th 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.