Morocco vs Small states: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Morocco
- Small states
How they compare
Small states currently reports 65,467 number against 25,825 number in Morocco, a difference of 39,642 number.
That makes Small states's figure about 2.5 times Morocco's.
Across all 29 years both countries report, Small states has been ahead every year.
Morocco ranks 42nd and Small states ranks 40th of 179 countries.
Small states has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Morocco | Small states | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 3,117 number | 26,409 number | 23,292 number | Small states |
| 1990s | 10,261 number | 34,548 number | 24,287 number | Small states |
| 2000s | 20,978 number | 43,246 number | 22,268 number | Small states |
| 2010s | 24,530 number | 52,750 number | 28,220 number | Small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Morocco or Small states?
- Small states, at 65,467 number against 25,825 number in Morocco as of 2019.
- What is the difference in teachers in pre-primary education, female between Morocco and Small states?
- 39,642 number, with Small states ahead.
- How many years of comparable data are there for Morocco and Small states?
- 29 years are reported by both, from 1981 to 2012.
- How do Morocco and Small states rank globally for teachers in pre-primary education, female?
- Morocco ranks 42nd and Small states ranks 40th 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.