Gambia vs Mauritius: Teachers in primary education, female
Teachers in primary education, female over time
- Gambia
- Mauritius
How they compare
Mauritius currently reports 4,521 number against 3,656 number in Gambia, a difference of 865 number.
That makes Mauritius's figure about 1.2 times Gambia's.
Across all 38 years both countries report, Mauritius has been ahead every year.
Gambia ranks 149th and Mauritius ranks 146th of 196 countries.
Mauritius has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Gambia | Mauritius | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 280.33 number | 2,368 number | 2,088 number | Mauritius |
| 1980s | 812 number | 2,760 number | 1,948 number | Mauritius |
| 1990s | 1,137 number | 2,715 number | 1,578 number | Mauritius |
| 2000s | 1,749 number | 3,352 number | 1,602 number | Mauritius |
| 2010s | 2,510 number | 4,111 number | 1,601 number | Mauritius |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Gambia or Mauritius?
- Mauritius, at 4,521 number against 3,656 number in Gambia as of 2019.
- What is the difference in teachers in primary education, female between Gambia and Mauritius?
- 865 number, with Mauritius ahead.
- How many years of comparable data are there for Gambia and Mauritius?
- 38 years are reported by both, from 1971 to 2019.
- How do Gambia and Mauritius rank globally for teachers in primary education, female?
- Gambia ranks 149th and Mauritius ranks 146th 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.