Armenia vs Lower middle income: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Armenia
- Lower middle income
How they compare
Armenia currently reports 99.8% against 89.3% in Lower middle income, a difference of 10.5%.
That makes Armenia's figure about 1.1 times Lower middle income's.
Across all 19 years both countries report, Armenia has been ahead every year.
Armenia ranks 33rd and Lower middle income ranks 36th of 178 countries.
Armenia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Armenia | Lower middle income | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 99.7% | 87.5% | 12.2% | Armenia |
| 2010s | 99.7% | 89.4% | 10.4% | Armenia |
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, Armenia or Lower middle income?
- Armenia, at 99.8% against 89.3% in Lower middle income as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Armenia and Lower middle income?
- 10.5%, with Armenia ahead.
- How many years of comparable data are there for Armenia and Lower middle income?
- 19 years are reported by both, from 2001 to 2019.
- How do Armenia and Lower middle income rank globally for percentage of teachers in pre-primary education who are female?
- Armenia ranks 33rd and Lower middle income ranks 36th 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.