Ghana vs Madagascar: Teachers in primary education, female
Teachers in primary education, female over time
- Ghana
- Madagascar
How they compare
Ghana currently reports 72,396 number against 67,112 number in Madagascar, a difference of 5,284 number.
That makes Ghana's figure about 1.1 times Madagascar's.
The two have swapped places 2 times across 25 shared years of data; in 1975 it was Ghana ahead.
Ghana ranks 50th and Madagascar ranks 53rd of 196 countries.
Across the 5 decades both report, Ghana averaged higher in 3 and Madagascar in 2.
Head to head by decade
| Decade | Ghana | Madagascar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 11,534 number | 7,089 number | 4,445 number | Ghana |
| 1980s | 26,107 number | 19,672 number | 6,435 number | Ghana |
| 1990s | 24,805 number | 22,097 number | 2,709 number | Ghana |
| 2000s | 31,270 number | 38,520 number | 7,251 number | Madagascar |
| 2010s | 55,302 number | 62,151 number | 6,849 number | Madagascar |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Ghana or Madagascar?
- Ghana, at 72,396 number against 67,112 number in Madagascar as of 2019.
- What is the difference in teachers in primary education, female between Ghana and Madagascar?
- 5,284 number, with Ghana ahead.
- How many years of comparable data are there for Ghana and Madagascar?
- 25 years are reported by both, from 1975 to 2019.
- How do Ghana and Madagascar rank globally for teachers in primary education, female?
- Ghana ranks 50th and Madagascar ranks 53rd 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.