Ecuador vs Netherlands: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Ecuador
- Netherlands
How they compare
Ecuador currently reports 31,510 number against 26,665 number in Netherlands, a difference of 4,845 number.
That makes Ecuador's figure about 1.2 times Netherlands's.
The two have swapped places 1 time across 27 shared years of data; in 1971 it was Netherlands ahead.
Ecuador ranks 36th and Netherlands ranks 39th of 179 countries.
Netherlands has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Ecuador | Netherlands | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 712.12 number | 19,004 number | 18,292 number | Netherlands |
| 1980s | 2,822 number | 21,695 number | 18,872 number | Netherlands |
| 1990s | 5,950 number | 20,553 number | 14,603 number | Netherlands |
| 2010s | 27,889 number | 28,678 number | 788.35 number | Netherlands |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Ecuador or Netherlands?
- Ecuador, at 31,510 number against 26,665 number in Netherlands as of 2018.
- What is the difference in teachers in pre-primary education, female between Ecuador and Netherlands?
- 4,845 number, with Ecuador ahead.
- How many years of comparable data are there for Ecuador and Netherlands?
- 27 years are reported by both, from 1971 to 2018.
- How do Ecuador and Netherlands rank globally for teachers in pre-primary education, female?
- Ecuador ranks 36th 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.