IDA blend vs Uzbekistan: Teachers in primary education, female
Teachers in primary education, female over time
- IDA blend
- Uzbekistan
How they compare
IDA blend currently reports 1.17 million number against 108,494 number in Uzbekistan, a difference of 1.06 million number.
That makes IDA blend's figure about 10.8 times Uzbekistan's.
Across all 33 years both countries report, IDA blend has been ahead every year.
IDA blend ranks 37th and Uzbekistan ranks 36th of 43 groups.
IDA blend has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | IDA blend | Uzbekistan | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 340,413 number | 50,100 number | 290,313 number | IDA blend |
| 1990s | 503,782 number | 78,529 number | 425,254 number | IDA blend |
| 2000s | 695,533 number | 101,366 number | 594,167 number | IDA blend |
| 2010s | 994,616 number | 104,624 number | 889,992 number | IDA blend |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, IDA blend or Uzbekistan?
- IDA blend, at 1.17 million number against 108,494 number in Uzbekistan as of 2019.
- What is the difference in teachers in primary education, female between IDA blend and Uzbekistan?
- 1.06 million number, with IDA blend ahead.
- How many years of comparable data are there for IDA blend and Uzbekistan?
- 33 years are reported by both, from 1981 to 2019.
- How do IDA blend and Uzbekistan rank globally for teachers in primary education, female?
- IDA blend ranks 37th and Uzbekistan ranks 36th of 43 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.