Cameroon vs Greece: Teachers in primary education, female
Teachers in primary education, female over time
- Cameroon
- Greece
How they compare
Cameroon currently reports 53,596 number against 50,706 number in Greece, a difference of 2,890 number.
That makes Cameroon's figure about 1.1 times Greece's.
The two have swapped places 2 times across 34 shared years of data; in 1972 it was Greece ahead.
Cameroon ranks 61st and Greece ranks 63rd of 196 countries.
Across the 5 decades both report, Cameroon averaged higher in 1 and Greece in 4.
Head to head by decade
| Decade | Cameroon | Greece | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 3,087 number | 15,030 number | 11,943 number | Greece |
| 1980s | 7,875 number | 18,434 number | 10,560 number | Greece |
| 1990s | 12,744 number | 24,247 number | 11,504 number | Greece |
| 2000s | 25,910 number | 38,317 number | 12,407 number | Greece |
| 2010s | 51,608 number | 48,599 number | 3,009 number | Cameroon |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Cameroon or Greece?
- Cameroon, at 53,596 number against 50,706 number in Greece as of 2019.
- What is the difference in teachers in primary education, female between Cameroon and Greece?
- 2,890 number, with Cameroon ahead.
- How many years of comparable data are there for Cameroon and Greece?
- 34 years are reported by both, from 1972 to 2018.
- How do Cameroon and Greece rank globally for teachers in primary education, female?
- Cameroon ranks 61st and Greece ranks 63rd 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.