British Virgin Islands vs Cayman Islands: Teachers in primary education, female
Teachers in primary education, female over time
- British Virgin Islands
- Cayman Islands
How they compare
Cayman Islands currently reports 245 number against 234 number in British Virgin Islands, a difference of 11 number.
Across all 10 years both countries report, Cayman Islands has been ahead every year.
British Virgin Islands ranks 189th and Cayman Islands ranks 188th of 196 countries.
Cayman Islands has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | British Virgin Islands | Cayman Islands | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 131 number | 185 number | 54 number | Cayman Islands |
| 2000s | 166.43 number | 225.43 number | 59 number | Cayman Islands |
| 2010s | 239 number | 263 number | 24 number | Cayman Islands |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, British Virgin Islands or Cayman Islands?
- Cayman Islands, at 245 number against 234 number in British Virgin Islands as of 2018.
- What is the difference in teachers in primary education, female between British Virgin Islands and Cayman Islands?
- 11 number, with Cayman Islands ahead.
- How many years of comparable data are there for British Virgin Islands and Cayman Islands?
- 10 years are reported by both, from 1999 to 2018.
- How do British Virgin Islands and Cayman Islands rank globally for teachers in primary education, female?
- British Virgin Islands ranks 189th and Cayman Islands ranks 188th 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.