Antigua and Barbuda vs Grenada: Teachers in primary education, female
Teachers in primary education, female over time
- Antigua and Barbuda
- Grenada
How they compare
Antigua and Barbuda currently reports 752 number against 658 number in Grenada, a difference of 94 number.
That makes Antigua and Barbuda's figure about 1.1 times Grenada's.
The two have swapped places 5 times across 13 shared years of data; in 1972 it was Grenada ahead.
Antigua and Barbuda ranks 175th and Grenada ranks 177th of 196 countries.
Across the 3 decades both report, Antigua and Barbuda averaged higher in 1 and Grenada in 2.
Head to head by decade
| Decade | Antigua and Barbuda | Grenada | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 325.75 number | 442.25 number | 116.5 number | Grenada |
| 2000s | 583.75 number | 599.5 number | 15.75 number | Grenada |
| 2010s | 705 number | 669 number | 36 number | Antigua and Barbuda |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Antigua and Barbuda or Grenada?
- Antigua and Barbuda, at 752 number against 658 number in Grenada as of 2018.
- What is the difference in teachers in primary education, female between Antigua and Barbuda and Grenada?
- 94 number, with Antigua and Barbuda ahead.
- How many years of comparable data are there for Antigua and Barbuda and Grenada?
- 13 years are reported by both, from 1972 to 2018.
- How do Antigua and Barbuda and Grenada rank globally for teachers in primary education, female?
- Antigua and Barbuda ranks 175th and Grenada ranks 177th 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.