Cambodia vs Tajikistan: Teachers in primary education, female
Teachers in primary education, female over time
- Cambodia
- Tajikistan
How they compare
Cambodia currently reports 30,007 number against 26,278 number in Tajikistan, a difference of 3,729 number.
That makes Cambodia's figure about 1.1 times Tajikistan's.
The two have swapped places 2 times across 24 shared years of data; in 1991 it was Cambodia ahead.
Cambodia ranks 86th and Tajikistan ranks 89th of 196 countries.
Cambodia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Cambodia | Tajikistan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 14,722 number | 14,666 number | 55.67 number | Cambodia |
| 2000s | 20,043 number | 19,888 number | 155.4 number | Cambodia |
| 2010s | 24,650 number | 22,436 number | 2,214 number | Cambodia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Cambodia or Tajikistan?
- Cambodia, at 30,007 number against 26,278 number in Tajikistan as of 2019.
- What is the difference in teachers in primary education, female between Cambodia and Tajikistan?
- 3,729 number, with Cambodia ahead.
- How many years of comparable data are there for Cambodia and Tajikistan?
- 24 years are reported by both, from 1991 to 2017.
- How do Cambodia and Tajikistan rank globally for teachers in primary education, female?
- Cambodia ranks 86th and Tajikistan ranks 89th 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.