Arab World vs Bahrain: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Arab World
- Bahrain
How they compare
Bahrain currently reports 99.9% against 93.5% in Arab World, a difference of 6.4%.
That makes Bahrain's figure about 1.1 times Arab World's.
Across all 35 years both countries report, Bahrain has been ahead every year.
Arab World ranks 27th and Bahrain ranks 30th of 45 groups.
Bahrain has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Arab World | Bahrain | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 55.1% | 99.8% | 44.7% | Bahrain |
| 1990s | 69.8% | 99.8% | 30.1% | Bahrain |
| 2000s | 84.2% | 99.6% | 15.5% | Bahrain |
| 2010s | 91.8% | 99.9% | 8.1% | Bahrain |
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, Arab World or Bahrain?
- Bahrain, at 99.9% against 93.5% in Arab World as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Arab World and Bahrain?
- 6.4%, with Bahrain ahead.
- How many years of comparable data are there for Arab World and Bahrain?
- 35 years are reported by both, from 1980 to 2019.
- How do Arab World and Bahrain rank globally for percentage of teachers in pre-primary education who are female?
- Arab World ranks 27th and Bahrain ranks 30th of 45 groups.
- 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.