Ecuador vs Israel: Teachers in primary education, female
Teachers in primary education, female over time
- Ecuador
- Israel
How they compare
Israel currently reports 66,349 number against 61,665 number in Ecuador, a difference of 4,684 number.
That makes Israel's figure about 1.1 times Ecuador's.
The two have swapped places 2 times across 23 shared years of data; in 1977 it was Israel ahead.
Ecuador ranks 56th and Israel ranks 54th of 196 countries.
Across the 5 decades both report, Ecuador averaged higher in 4 and Israel in 1.
Head to head by decade
| Decade | Ecuador | Israel | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 23,899 number | 27,479 number | 3,580 number | Israel |
| 1980s | 31,992 number | 30,383 number | 1,610 number | Ecuador |
| 1990s | 45,982 number | 40,790 number | 5,192 number | Ecuador |
| 2000s | 59,908 number | 45,814 number | 14,094 number | Ecuador |
| 2010s | 62,921 number | 60,835 number | 2,086 number | Ecuador |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Ecuador or Israel?
- Israel, at 66,349 number against 61,665 number in Ecuador as of 2018.
- What is the difference in teachers in primary education, female between Ecuador and Israel?
- 4,684 number, with Israel ahead.
- How many years of comparable data are there for Ecuador and Israel?
- 23 years are reported by both, from 1977 to 2018.
- How do Ecuador and Israel rank globally for teachers in primary education, female?
- Ecuador ranks 56th and Israel ranks 54th 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.