Low income vs Uzbekistan: Teachers in primary education, female
Teachers in primary education, female over time
- Low income
- Uzbekistan
How they compare
Low income currently reports 1.19 million number against 108,494 number in Uzbekistan, a difference of 1.08 million number.
That makes Low income's figure about 10.9 times Uzbekistan's.
Across all 33 years both countries report, Low income has been ahead every year.
Low income ranks 38th and Uzbekistan ranks 36th of 45 groups.
Low income has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Low income | Uzbekistan | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 301,208 number | 50,100 number | 251,108 number | Low income |
| 1990s | 394,034 number | 78,529 number | 315,505 number | Low income |
| 2000s | 616,152 number | 101,366 number | 514,785 number | Low income |
| 2010s | 1.02 million number | 104,624 number | 911,930 number | Low income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Low income or Uzbekistan?
- Low income, at 1.19 million number against 108,494 number in Uzbekistan as of 2019.
- What is the difference in teachers in primary education, female between Low income and Uzbekistan?
- 1.08 million number, with Low income ahead.
- How many years of comparable data are there for Low income and Uzbekistan?
- 33 years are reported by both, from 1981 to 2019.
- How do Low income and Uzbekistan rank globally for teachers in primary education, female?
- Low income ranks 38th and Uzbekistan ranks 36th of 45 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.