Eritrea vs Iceland: Teachers in primary education, female

Eritrea
3,523 number
in 2018
Iceland
2,618 number
in 2018
Eritrea rank
152nd
Iceland rank
155th

Teachers in primary education, female over time

  • Eritrea
  • Iceland
1.0k2.0k3.0k4.0k197119942018

How they compare

Eritrea currently reports 3,523 number against 2,618 number in Iceland, a difference of 905 number.

That makes Eritrea's figure about 1.3 times Iceland's.

Across all 6 years both countries report, Eritrea has been ahead every year.

Eritrea ranks 152nd and Iceland ranks 155th of 196 countries.

Eritrea has averaged higher in every one of the 1 decades both report.

Frequently asked questions

Which has higher teachers in primary education, female, Eritrea or Iceland?
Eritrea, at 3,523 number against 2,618 number in Iceland as of 2018.
What is the difference in teachers in primary education, female between Eritrea and Iceland?
905 number, with Eritrea ahead.
How many years of comparable data are there for Eritrea and Iceland?
6 years are reported by both, from 2011 to 2018.
How do Eritrea and Iceland rank globally for teachers in primary education, female?
Eritrea ranks 152nd and Iceland ranks 155th 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.

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Eritrea vs Iceland: Teachers in primary education, female. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 28 August 2026, from https://education.statizoid.com/compare/teachers-in-primary-education-female-number/eritrea/iceland/

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About this data

Indicator
Teachers in primary education, female (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
241 places, 7,410 data points, 1970–2020
Last refreshed

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.