Ethiopia vs Morocco: Teachers in primary education, female
Teachers in primary education, female over time
- Ethiopia
- Morocco
How they compare
Morocco currently reports 101,705 number against 96,646 number in Ethiopia, a difference of 5,059 number.
That makes Morocco's figure about 1.1 times Ethiopia's.
The two have swapped places 1 time across 28 shared years of data; in 1971 it was Morocco ahead.
Ethiopia ranks 40th and Morocco ranks 38th of 196 countries.
Across the 5 decades both report, Ethiopia averaged higher in 2 and Morocco in 3.
Head to head by decade
| Decade | Ethiopia | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2,328 number | 7,072 number | 4,744 number | Morocco |
| 1980s | 11,156 number | 23,970 number | 12,814 number | Morocco |
| 1990s | 21,144 number | 38,677 number | 17,534 number | Morocco |
| 2000s | 66,156 number | 63,585 number | 2,571 number | Ethiopia |
| 2010s | 94,138 number | 76,249 number | 17,889 number | Ethiopia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Ethiopia or Morocco?
- Morocco, at 101,705 number against 96,646 number in Ethiopia as of 2019.
- What is the difference in teachers in primary education, female between Ethiopia and Morocco?
- 5,059 number, with Morocco ahead.
- How many years of comparable data are there for Ethiopia and Morocco?
- 28 years are reported by both, from 1971 to 2011.
- How do Ethiopia and Morocco rank globally for teachers in primary education, female?
- Ethiopia ranks 40th and Morocco ranks 38th 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.