Finland vs Hong Kong, China: Teachers in primary education, female
Teachers in primary education, female over time
- Finland
- Hong Kong, China
How they compare
Hong Kong, China currently reports 21,842 number against 21,667 number in Finland, a difference of 175 number.
The two have swapped places 5 times across 25 shared years of data; in 1972 it was Hong Kong, China ahead.
Finland ranks 99th and Hong Kong, China ranks 98th of 196 countries.
Across the 4 decades both report, Finland averaged higher in 1 and Hong Kong, China in 3.
Head to head by decade
| Decade | Finland | Hong Kong, China | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 12,662 number | 14,771 number | 2,109 number | Hong Kong, China |
| 1990s | 15,649 number | 16,203 number | 554 number | Hong Kong, China |
| 2000s | 18,588 number | 18,786 number | 197.3 number | Hong Kong, China |
| 2010s | 20,722 number | 18,696 number | 2,026 number | Finland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Finland or Hong Kong, China?
- Hong Kong, China, at 21,842 number against 21,667 number in Finland as of 2019.
- What is the difference in teachers in primary education, female between Finland and Hong Kong, China?
- 175 number, with Hong Kong, China ahead.
- How many years of comparable data are there for Finland and Hong Kong, China?
- 25 years are reported by both, from 1972 to 2018.
- How do Finland and Hong Kong, China rank globally for teachers in primary education, female?
- Finland ranks 99th and Hong Kong, China ranks 98th 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.