Grenada vs Sao Tome and Principe: Teachers in primary education, female
Teachers in primary education, female over time
- Grenada
- Sao Tome and Principe
How they compare
Grenada currently reports 658 number against 655 number in Sao Tome and Principe, a difference of 3 number.
Across all 13 years both countries report, Grenada has been ahead every year.
Grenada ranks 177th and Sao Tome and Principe ranks 178th of 196 countries.
Grenada has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Grenada | Sao Tome and Principe | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 406 number | 280 number | 126 number | Grenada |
| 1980s | 564 number | 341.67 number | 222.33 number | Grenada |
| 1990s | 539 number | 289 number | 250 number | Grenada |
| 2000s | 651.33 number | 565 number | 86.33 number | Grenada |
| 2010s | 676.6 number | 599.2 number | 77.4 number | Grenada |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Grenada or Sao Tome and Principe?
- Grenada, at 658 number against 655 number in Sao Tome and Principe as of 2018.
- What is the difference in teachers in primary education, female between Grenada and Sao Tome and Principe?
- 3 number, with Grenada ahead.
- How many years of comparable data are there for Grenada and Sao Tome and Principe?
- 13 years are reported by both, from 1978 to 2017.
- How do Grenada and Sao Tome and Principe rank globally for teachers in primary education, female?
- Grenada ranks 177th and Sao Tome and Principe ranks 178th 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.