Ecuador vs Romania: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Ecuador
- Romania
How they compare
Romania currently reports 34,605 number against 31,510 number in Ecuador, a difference of 3,095 number.
That makes Romania's figure about 1.1 times Ecuador's.
Across all 43 years both countries report, Romania has been ahead every year.
Ecuador ranks 36th and Romania ranks 33rd of 179 countries.
Romania has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Ecuador | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 712.12 number | 30,251 number | 29,539 number | Romania |
| 1980s | 2,822 number | 35,127 number | 32,305 number | Romania |
| 1990s | 7,909 number | 37,362 number | 29,453 number | Romania |
| 2000s | 12,519 number | 35,566 number | 23,046 number | Romania |
| 2010s | 27,100 number | 35,691 number | 8,591 number | Romania |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Ecuador or Romania?
- Romania, at 34,605 number against 31,510 number in Ecuador as of 2018.
- What is the difference in teachers in pre-primary education, female between Ecuador and Romania?
- 3,095 number, with Romania ahead.
- How many years of comparable data are there for Ecuador and Romania?
- 43 years are reported by both, from 1971 to 2018.
- How do Ecuador and Romania rank globally for teachers in pre-primary education, female?
- Ecuador ranks 36th and Romania ranks 33rd 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.