Costa Rica vs Niger: Teachers in primary education, female
Teachers in primary education, female over time
- Costa Rica
- Niger
How they compare
Niger currently reports 36,099 number against 33,658 number in Costa Rica, a difference of 2,441 number.
That makes Niger's figure about 1.1 times Costa Rica's.
The two have swapped places 1 time across 26 shared years of data; in 1971 it was Costa Rica ahead.
Costa Rica ranks 80th and Niger ranks 77th of 196 countries.
Across the 5 decades both report, Costa Rica averaged higher in 4 and Niger in 1.
Head to head by decade
| Decade | Costa Rica | Niger | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 9,074 number | 800 number | 8,274 number | Costa Rica |
| 1980s | 8,316 number | 1,673 number | 6,643 number | Costa Rica |
| 1990s | 14,525 number | 3,591 number | 10,934 number | Costa Rica |
| 2000s | 20,501 number | 10,111 number | 10,390 number | Costa Rica |
| 2010s | 29,119 number | 31,512 number | 2,392 number | Niger |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Costa Rica or Niger?
- Niger, at 36,099 number against 33,658 number in Costa Rica as of 2019.
- What is the difference in teachers in primary education, female between Costa Rica and Niger?
- 2,441 number, with Niger ahead.
- How many years of comparable data are there for Costa Rica and Niger?
- 26 years are reported by both, from 1971 to 2019.
- How do Costa Rica and Niger rank globally for teachers in primary education, female?
- Costa Rica ranks 80th and Niger ranks 77th 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.