Luxembourg vs Solomon Islands: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Luxembourg
- Solomon Islands
How they compare
Solomon Islands currently reports 1,785 number against 1,636 number in Luxembourg, a difference of 149 number.
That makes Solomon Islands's figure about 1.1 times Luxembourg's.
The two have swapped places 1 time across 8 shared years of data; in 1970 it was Luxembourg ahead.
Luxembourg ranks 132nd and Solomon Islands ranks 129th of 179 countries.
Luxembourg has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Luxembourg | Solomon Islands | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 290 number | 7 number | 283 number | Luxembourg |
| 2000s | 1,241 number | 1,091 number | 150 number | Luxembourg |
| 2010s | 1,578 number | 1,314 number | 263.67 number | Luxembourg |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Luxembourg or Solomon Islands?
- Solomon Islands, at 1,785 number against 1,636 number in Luxembourg as of 2018.
- What is the difference in teachers in pre-primary education, female between Luxembourg and Solomon Islands?
- 149 number, with Solomon Islands ahead.
- How many years of comparable data are there for Luxembourg and Solomon Islands?
- 8 years are reported by both, from 1970 to 2018.
- How do Luxembourg and Solomon Islands rank globally for teachers in pre-primary education, female?
- Luxembourg ranks 132nd and Solomon Islands ranks 129th 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.