Guyana vs Luxembourg: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Guyana
- Luxembourg
How they compare
Guyana currently reports 1,778 number against 1,636 number in Luxembourg, a difference of 142 number.
That makes Guyana's figure about 1.1 times Luxembourg's.
Across all 12 years both countries report, Guyana has been ahead every year.
Guyana ranks 130th and Luxembourg ranks 132nd of 179 countries.
Guyana has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Guyana | Luxembourg | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 1,643 number | 391 number | 1,252 number | Guyana |
| 1980s | 1,828 number | 410.75 number | 1,417 number | Guyana |
| 2000s | 2,035 number | 1,059 number | 976 number | Guyana |
| 2010s | 1,772 number | 1,430 number | 342 number | Guyana |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Guyana or Luxembourg?
- Guyana, at 1,778 number against 1,636 number in Luxembourg as of 2012.
- What is the difference in teachers in pre-primary education, female between Guyana and Luxembourg?
- 142 number, with Guyana ahead.
- How many years of comparable data are there for Guyana and Luxembourg?
- 12 years are reported by both, from 1977 to 2011.
- How do Guyana and Luxembourg rank globally for teachers in pre-primary education, female?
- Guyana ranks 130th and Luxembourg ranks 132nd 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.