Denmark vs Netherlands: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Denmark
- Netherlands
How they compare
Denmark currently reports 28,916 number against 26,665 number in Netherlands, a difference of 2,251 number.
That makes Denmark's figure about 1.1 times Netherlands's.
The two have swapped places 1 time across 12 shared years of data; in 1972 it was Netherlands ahead.
Denmark ranks 37th and Netherlands ranks 39th of 179 countries.
Across the 4 decades both report, Denmark averaged higher in 1 and Netherlands in 3.
Head to head by decade
| Decade | Denmark | Netherlands | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 1,514 number | 18,518 number | 17,004 number | Netherlands |
| 1980s | 2,034 number | 21,446 number | 19,412 number | Netherlands |
| 1990s | 17,300 number | 20,553 number | 3,253 number | Netherlands |
| 2010s | 28,916 number | 26,665 number | 2,251 number | Denmark |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Denmark or Netherlands?
- Denmark, at 28,916 number against 26,665 number in Netherlands as of 2018.
- What is the difference in teachers in pre-primary education, female between Denmark and Netherlands?
- 2,251 number, with Denmark ahead.
- How many years of comparable data are there for Denmark and Netherlands?
- 12 years are reported by both, from 1972 to 2018.
- How do Denmark and Netherlands rank globally for teachers in pre-primary education, female?
- Denmark ranks 37th and Netherlands ranks 39th 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.