Europe & Central Asia vs Poland: Teachers in primary education, female
Teachers in primary education, female over time
- Europe & Central Asia
- Poland
How they compare
Europe & Central Asia currently reports 3.03 million number against 235,314 number in Poland, a difference of 2.80 million number.
That makes Europe & Central Asia's figure about 12.9 times Poland's.
Across all 16 years both countries report, Europe & Central Asia has been ahead every year.
Europe & Central Asia ranks 19th and Poland ranks 19th of 45 groups.
Europe & Central Asia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Europe & Central Asia | Poland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2.70 million number | 204,687 number | 2.50 million number | Europe & Central Asia |
| 2010s | 2.84 million number | 193,324 number | 2.65 million number | Europe & Central Asia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Europe & Central Asia or Poland?
- Europe & Central Asia, at 3.03 million number against 235,314 number in Poland as of 2019.
- What is the difference in teachers in primary education, female between Europe & Central Asia and Poland?
- 2.80 million number, with Europe & Central Asia ahead.
- How many years of comparable data are there for Europe & Central Asia and Poland?
- 16 years are reported by both, from 2001 to 2018.
- How do Europe & Central Asia and Poland rank globally for teachers in primary education, female?
- Europe & Central Asia ranks 19th and Poland ranks 19th of 45 groups.
- 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.