High income vs Spain: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- High income
- Spain
How they compare
High income currently reports 2.09 million number against 90,697 number in Spain, a difference of 2.00 million number.
That makes High income's figure about 23.1 times Spain's.
Across all 31 years both countries report, High income has been ahead every year.
High income ranks 14th and Spain ranks 15th of 43 groups.
High income has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | High income | Spain | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 903,430 number | 24,925 number | 878,505 number | High income |
| 1980s | 1.07 million number | 35,508 number | 1.04 million number | High income |
| 1990s | 1.26 million number | 47,807 number | 1.22 million number | High income |
| 2010s | 2.13 million number | 93,580 number | 2.04 million number | High income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, High income or Spain?
- High income, at 2.09 million number against 90,697 number in Spain as of 2019.
- What is the difference in teachers in pre-primary education, female between High income and Spain?
- 2.00 million number, with High income ahead.
- How many years of comparable data are there for High income and Spain?
- 31 years are reported by both, from 1973 to 2018.
- How do High income and Spain rank globally for teachers in pre-primary education, female?
- High income ranks 14th and Spain ranks 15th of 43 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.