Ecuador vs Madagascar: Teachers in primary education, female
Teachers in primary education, female over time
- Ecuador
- Madagascar
How they compare
Madagascar currently reports 67,112 number against 61,665 number in Ecuador, a difference of 5,447 number.
That makes Madagascar's figure about 1.1 times Ecuador's.
The two have swapped places 1 time across 26 shared years of data; in 1971 it was Ecuador ahead.
Ecuador ranks 56th and Madagascar ranks 53rd of 196 countries.
Ecuador has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Ecuador | Madagascar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 18,162 number | 5,331 number | 12,831 number | Ecuador |
| 1980s | 38,117 number | 19,672 number | 18,445 number | Ecuador |
| 1990s | 48,598 number | 21,368 number | 27,230 number | Ecuador |
| 2000s | 59,908 number | 37,459 number | 22,449 number | Ecuador |
| 2010s | 64,144 number | 61,599 number | 2,544 number | Ecuador |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Ecuador or Madagascar?
- Madagascar, at 67,112 number against 61,665 number in Ecuador as of 2019.
- What is the difference in teachers in primary education, female between Ecuador and Madagascar?
- 5,447 number, with Madagascar ahead.
- How many years of comparable data are there for Ecuador and Madagascar?
- 26 years are reported by both, from 1971 to 2018.
- How do Ecuador and Madagascar rank globally for teachers in primary education, female?
- Ecuador ranks 56th and Madagascar ranks 53rd 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.