Equatorial Guinea vs Solomon Islands: Teachers in primary education, female
Teachers in primary education, female over time
- Equatorial Guinea
- Solomon Islands
How they compare
Solomon Islands currently reports 1,840 number against 1,785 number in Equatorial Guinea, a difference of 55 number.
The two have swapped places 1 time across 6 shared years of data; in 1974 it was Solomon Islands ahead.
Equatorial Guinea ranks 163rd and Solomon Islands ranks 162nd of 196 countries.
Solomon Islands has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Equatorial Guinea | Solomon Islands | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 165 number | 276 number | 111 number | Solomon Islands |
| 1990s | 375 number | 1,223 number | 848 number | Solomon Islands |
| 2010s | 1,380 number | 2,133 number | 752.75 number | Solomon Islands |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Equatorial Guinea or Solomon Islands?
- Solomon Islands, at 1,840 number against 1,785 number in Equatorial Guinea as of 2018.
- What is the difference in teachers in primary education, female between Equatorial Guinea and Solomon Islands?
- 55 number, with Solomon Islands ahead.
- How many years of comparable data are there for Equatorial Guinea and Solomon Islands?
- 6 years are reported by both, from 1974 to 2015.
- How do Equatorial Guinea and Solomon Islands rank globally for teachers in primary education, female?
- Equatorial Guinea ranks 163rd and Solomon Islands ranks 162nd 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.