Austria vs Congo: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Austria
- Congo
How they compare
Congo currently reports 98.7% against 98.7% in Austria, a difference of 0.0%.
The two have swapped places 1 time across 33 shared years of data; in 1971 it was Congo ahead.
Austria ranks 67th and Congo ranks 64th of 178 countries.
Across the 5 decades both report, Austria averaged higher in 2 and Congo in 3.
Head to head by decade
| Decade | Austria | Congo | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 99.5% | 100.0% | 0.5% | Congo |
| 1980s | 99.4% | 100.0% | 0.6% | Congo |
| 1990s | 98.8% | 100.0% | 1.2% | Congo |
| 2000s | 99.0% | 93.9% | 5.1% | Austria |
| 2010s | 98.8% | 97.5% | 1.3% | Austria |
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, Austria or Congo?
- Congo, at 98.7% against 98.7% in Austria as of 2012.
- What is the difference in percentage of teachers in pre-primary education who are female between Austria and Congo?
- 0.0%, with Congo ahead.
- How many years of comparable data are there for Austria and Congo?
- 33 years are reported by both, from 1971 to 2012.
- How do Austria and Congo rank globally for percentage of teachers in pre-primary education who are female?
- Austria ranks 67th and Congo ranks 64th 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.