Bhutan vs Ethiopia: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Bhutan
- Ethiopia
How they compare
Bhutan currently reports 93.5% against 93.2% in Ethiopia, a difference of 0.3%.
The two have swapped places 1 time across 7 shared years of data; in 1998 it was Ethiopia ahead.
Bhutan ranks 130th and Ethiopia ranks 132nd of 178 countries.
Across the 3 decades both report, Bhutan averaged higher in 1 and Ethiopia in 2.
Head to head by decade
| Decade | Bhutan | Ethiopia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 56.0% | 93.3% | 37.3% | Ethiopia |
| 2000s | 72.4% | 77.4% | 5.0% | Ethiopia |
| 2010s | 98.7% | 81.2% | 17.5% | Bhutan |
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, Bhutan or Ethiopia?
- Bhutan, at 93.5% against 93.2% in Ethiopia as of 2020.
- What is the difference in percentage of teachers in pre-primary education who are female between Bhutan and Ethiopia?
- 0.3%, with Bhutan ahead.
- How many years of comparable data are there for Bhutan and Ethiopia?
- 7 years are reported by both, from 1998 to 2017.
- How do Bhutan and Ethiopia rank globally for percentage of teachers in pre-primary education who are female?
- Bhutan ranks 130th and Ethiopia ranks 132nd 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.