Kyrgyzstan vs New Zealand: Teachers in primary education, female
Teachers in primary education, female over time
- Kyrgyzstan
- New Zealand
How they compare
New Zealand currently reports 22,006 number against 21,188 number in Kyrgyzstan, a difference of 818 number.
The two have swapped places 2 times across 21 shared years of data; in 1981 it was New Zealand ahead.
Kyrgyzstan ranks 100th and New Zealand ranks 97th of 196 countries.
Across the 4 decades both report, Kyrgyzstan averaged higher in 1 and New Zealand in 3.
Head to head by decade
| Decade | Kyrgyzstan | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 9,700 number | 14,707 number | 5,007 number | New Zealand |
| 1990s | 17,803 number | 15,383 number | 2,420 number | Kyrgyzstan |
| 2000s | 17,112 number | 18,003 number | 891.56 number | New Zealand |
| 2010s | 17,536 number | 20,939 number | 3,403 number | New Zealand |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Kyrgyzstan or New Zealand?
- New Zealand, at 22,006 number against 21,188 number in Kyrgyzstan as of 2018.
- What is the difference in teachers in primary education, female between Kyrgyzstan and New Zealand?
- 818 number, with New Zealand ahead.
- How many years of comparable data are there for Kyrgyzstan and New Zealand?
- 21 years are reported by both, from 1981 to 2018.
- How do Kyrgyzstan and New Zealand rank globally for teachers in primary education, female?
- Kyrgyzstan ranks 100th and New Zealand ranks 97th 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.