Algeria vs South Africa: Teachers in primary education, female
Teachers in primary education, female over time
- Algeria
- South Africa
How they compare
South Africa currently reports 196,319 number against 182,122 number in Algeria, a difference of 14,197 number.
That makes South Africa's figure about 1.1 times Algeria's.
Across all 21 years both countries report, South Africa has been ahead every year.
Algeria ranks 26th and South Africa ranks 23rd of 196 countries.
South Africa has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Algeria | South Africa | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 71,146 number | 150,685 number | 79,539 number | South Africa |
| 2000s | 83,257 number | 164,035 number | 80,778 number | South Africa |
| 2010s | 91,923 number | 177,018 number | 85,095 number | South Africa |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Algeria or South Africa?
- South Africa, at 196,319 number against 182,122 number in Algeria as of 2015.
- What is the difference in teachers in primary education, female between Algeria and South Africa?
- 14,197 number, with South Africa ahead.
- How many years of comparable data are there for Algeria and South Africa?
- 21 years are reported by both, from 1991 to 2015.
- How do Algeria and South Africa rank globally for teachers in primary education, female?
- Algeria ranks 26th and South Africa ranks 23rd of 196 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in 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 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.