Kazakhstan vs Syrian Arab Republic: Teachers in primary education, female
Teachers in primary education, female over time
- Kazakhstan
- Syrian Arab Republic
How they compare
Kazakhstan currently reports 80,314 number against 79,153 number in Syrian Arab Republic, a difference of 1,161 number.
Across all 13 years both countries report, Syrian Arab Republic has been ahead every year.
Kazakhstan ranks 46th and Syrian Arab Republic ranks 48th of 196 countries.
Syrian Arab Republic has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Kazakhstan | Syrian Arab Republic | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 44,750 number | 50,752 number | 6,002 number | Syrian Arab Republic |
| 1990s | 60,443 number | 69,062 number | 8,618 number | Syrian Arab Republic |
| 2000s | 60,710 number | 79,320 number | 18,610 number | Syrian Arab Republic |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Kazakhstan or Syrian Arab Republic?
- Kazakhstan, at 80,314 number against 79,153 number in Syrian Arab Republic as of 2019.
- What is the difference in teachers in primary education, female between Kazakhstan and Syrian Arab Republic?
- 1,161 number, with Kazakhstan ahead.
- How many years of comparable data are there for Kazakhstan and Syrian Arab Republic?
- 13 years are reported by both, from 1986 to 2002.
- How do Kazakhstan and Syrian Arab Republic rank globally for teachers in primary education, female?
- Kazakhstan ranks 46th and Syrian Arab Republic ranks 48th 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.