Cambodia vs Côte d'Ivoire: Teachers in primary education, female
Teachers in primary education, female over time
- Cambodia
- Côte d'Ivoire
How they compare
Côte d'Ivoire currently reports 30,416 number against 30,007 number in Cambodia, a difference of 409 number.
The two have swapped places 1 time across 28 shared years of data; in 1971 it was Cambodia ahead.
Cambodia ranks 86th and Côte d'Ivoire ranks 85th of 196 countries.
Cambodia has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Cambodia | Côte d'Ivoire | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 3,146 number | 1,514 number | 1,632 number | Cambodia |
| 1980s | 10,193 number | 6,630 number | 3,563 number | Cambodia |
| 1990s | 14,006 number | 7,783 number | 6,223 number | Cambodia |
| 2000s | 19,868 number | 11,208 number | 8,660 number | Cambodia |
| 2010s | 26,124 number | 22,349 number | 3,775 number | Cambodia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Cambodia or Côte d'Ivoire?
- Côte d'Ivoire, at 30,416 number against 30,007 number in Cambodia as of 2019.
- What is the difference in teachers in primary education, female between Cambodia and Côte d'Ivoire?
- 409 number, with Côte d'Ivoire ahead.
- How many years of comparable data are there for Cambodia and Côte d'Ivoire?
- 28 years are reported by both, from 1971 to 2019.
- How do Cambodia and Côte d'Ivoire rank globally for teachers in primary education, female?
- Cambodia ranks 86th and Côte d'Ivoire ranks 85th 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.