Colombia vs North America: Teachers in primary education, female
Teachers in primary education, female over time
- Colombia
- North America
How they compare
North America currently reports 1.62 million number against 142,508 number in Colombia, a difference of 1.48 million number.
That makes North America's figure about 11.4 times Colombia's.
Across all 21 years both countries report, North America has been ahead every year.
Colombia ranks 32nd and North America ranks 31st of 196 countries.
North America has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Colombia | North America | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 153,660 number | 1.42 million number | 1.27 million number | North America |
| 2000s | 144,930 number | 1.60 million number | 1.46 million number | North America |
| 2010s | 143,118 number | 1.59 million number | 1.45 million number | North America |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Colombia or North America?
- North America, at 1.62 million number against 142,508 number in Colombia as of 2018.
- What is the difference in teachers in primary education, female between Colombia and North America?
- 1.48 million number, with North America ahead.
- How many years of comparable data are there for Colombia and North America?
- 21 years are reported by both, from 1992 to 2017.
- How do Colombia and North America rank globally for teachers in primary education, female?
- Colombia ranks 32nd and North America ranks 31st 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.