IDA only vs Spain: Teachers in primary education, female
Teachers in primary education, female over time
- IDA only
- Spain
How they compare
IDA only currently reports 2.17 million number against 179,674 number in Spain, a difference of 1.99 million number.
That makes IDA only's figure about 12.1 times Spain's.
Across all 35 years both countries report, IDA only has been ahead every year.
IDA only ranks 25th and Spain ranks 27th of 43 groups.
IDA only has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | IDA only | Spain | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 200,343 number | 67,143 number | 133,200 number | IDA only |
| 1980s | 451,833 number | 91,563 number | 360,270 number | IDA only |
| 1990s | 674,769 number | 99,469 number | 575,300 number | IDA only |
| 2000s | 1.11 million number | 133,658 number | 971,602 number | IDA only |
| 2010s | 1.85 million number | 172,324 number | 1.68 million number | IDA only |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, IDA only or Spain?
- IDA only, at 2.17 million number against 179,674 number in Spain as of 2019.
- What is the difference in teachers in primary education, female between IDA only and Spain?
- 1.99 million number, with IDA only ahead.
- How many years of comparable data are there for IDA only and Spain?
- 35 years are reported by both, from 1971 to 2018.
- How do IDA only and Spain rank globally for teachers in primary education, female?
- IDA only ranks 25th and Spain ranks 27th 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.