Algeria vs Senegal: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Algeria
- Senegal
How they compare
Senegal currently reports 77.2% against 74.3% in Algeria, a difference of 2.9%.
The two have swapped places 2 times across 13 shared years of data; in 1994 it was Algeria ahead.
Algeria ranks 170th and Senegal ranks 169th of 178 countries.
Across the 3 decades both report, Algeria averaged higher in 2 and Senegal in 1.
Head to head by decade
| Decade | Algeria | Senegal | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 90.8% | 74.0% | 16.9% | Algeria |
| 2000s | 82.3% | 80.1% | 2.2% | Algeria |
| 2010s | 74.1% | 75.5% | 1.4% | Senegal |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in pre-primary education who are female, Algeria or Senegal?
- Senegal, at 77.2% against 74.3% in Algeria as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Algeria and Senegal?
- 2.9%, with Senegal ahead.
- How many years of comparable data are there for Algeria and Senegal?
- 13 years are reported by both, from 1994 to 2011.
- How do Algeria and Senegal rank globally for percentage of teachers in pre-primary education who are female?
- Algeria ranks 170th and Senegal ranks 169th of 178 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in pre-primary education who are female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of female teachers at the pre-primary level expressed as a percentage of the total number of teachers (male and female) at the pre-primary level in a given school year. 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.