Arab World vs Malaysia: Teachers in primary education, female
Teachers in primary education, female over time
- Arab World
- Malaysia
How they compare
Arab World currently reports 1.53 million number against 163,862 number in Malaysia, a difference of 1.37 million number.
That makes Arab World's figure about 9.3 times Malaysia's.
Across all 38 years both countries report, Arab World has been ahead every year.
Arab World ranks 30th and Malaysia ranks 29th of 43 groups.
Arab World has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Arab World | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 431,320 number | 45,097 number | 386,223 number | Arab World |
| 1990s | 698,277 number | 80,959 number | 617,318 number | Arab World |
| 2000s | 994,810 number | 128,318 number | 866,493 number | Arab World |
| 2010s | 1.36 million number | 181,830 number | 1.18 million number | Arab World |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Arab World or Malaysia?
- Arab World, at 1.53 million number against 163,862 number in Malaysia as of 2019.
- What is the difference in teachers in primary education, female between Arab World and Malaysia?
- 1.37 million number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Malaysia?
- 38 years are reported by both, from 1980 to 2019.
- How do Arab World and Malaysia rank globally for teachers in primary education, female?
- Arab World ranks 30th and Malaysia ranks 29th of 43 groups.
- 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.