Argentina vs United Kingdom: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Argentina
- United Kingdom
How they compare
Argentina currently reports 96.0% against 95.9% in United Kingdom, a difference of 0.1%.
The two have swapped places 3 times across 10 shared years of data; in 1987 it was United Kingdom ahead.
Argentina ranks 104th and United Kingdom ranks 107th of 178 countries.
United Kingdom has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Argentina | United Kingdom | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 99.1% | 100.0% | 0.9% | United Kingdom |
| 2000s | 96.5% | 96.7% | 0.2% | United Kingdom |
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, Argentina or United Kingdom?
- Argentina, at 96.0% against 95.9% in United Kingdom as of 2008.
- What is the difference in percentage of teachers in pre-primary education who are female between Argentina and United Kingdom?
- 0.1%, with Argentina ahead.
- How many years of comparable data are there for Argentina and United Kingdom?
- 10 years are reported by both, from 1987 to 2008.
- How do Argentina and United Kingdom rank globally for percentage of teachers in pre-primary education who are female?
- Argentina ranks 104th and United Kingdom ranks 107th 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.