Equatorial Guinea vs Macao: Teachers in primary education, female
Teachers in primary education, female over time
- Equatorial Guinea
- Macao
How they compare
Macao currently reports 1,966 number against 1,785 number in Equatorial Guinea, a difference of 181 number.
That makes Macao's figure about 1.1 times Equatorial Guinea's.
The two have swapped places 1 time across 11 shared years of data; in 1974 it was Macao ahead.
Equatorial Guinea ranks 163rd and Macao ranks 160th of 196 countries.
Macao has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Equatorial Guinea | Macao | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 165 number | 505 number | 340 number | Macao |
| 1990s | 375 number | 1,308 number | 933 number | Macao |
| 2000s | 797 number | 1,422 number | 625 number | Macao |
| 2010s | 1,380 number | 1,411 number | 30.25 number | Macao |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Equatorial Guinea or Macao?
- Macao, at 1,966 number against 1,785 number in Equatorial Guinea as of 2019.
- What is the difference in teachers in primary education, female between Equatorial Guinea and Macao?
- 181 number, with Macao ahead.
- How many years of comparable data are there for Equatorial Guinea and Macao?
- 11 years are reported by both, from 1974 to 2015.
- How do Equatorial Guinea and Macao rank globally for teachers in primary education, female?
- Equatorial Guinea ranks 163rd and Macao ranks 160th 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.