Euro area vs Ghana: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Euro area
- Ghana
How they compare
Euro area currently reports 811,388 number against 51,747 number in Ghana, a difference of 759,641 number.
That makes Euro area's figure about 15.7 times Ghana's.
Across all 26 years both countries report, Euro area has been ahead every year.
Euro area ranks 26th and Ghana ranks 26th of 45 groups.
Euro area has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Euro area | Ghana | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 425,514 number | 725 number | 424,789 number | Euro area |
| 1980s | 482,489 number | 11,955 number | 470,534 number | Euro area |
| 1990s | 536,148 number | 20,224 number | 515,924 number | Euro area |
| 2000s | 636,069 number | 27,053 number | 609,016 number | Euro area |
| 2010s | 774,380 number | 43,645 number | 730,735 number | Euro area |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Euro area or Ghana?
- Euro area, at 811,388 number against 51,747 number in Ghana as of 2019.
- What is the difference in teachers in pre-primary education, female between Euro area and Ghana?
- 759,641 number, with Euro area ahead.
- How many years of comparable data are there for Euro area and Ghana?
- 26 years are reported by both, from 1973 to 2019.
- How do Euro area and Ghana rank globally for teachers in pre-primary education, female?
- Euro area ranks 26th and Ghana ranks 26th of 45 groups.
- 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.