Botswana vs Macau, China: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Botswana
- Macau, China
How they compare
Macau, China currently reports 98.3% against 98.2% in Botswana, a difference of 0.1%.
Across all 7 years both countries report, Macau, China has been ahead every year.
Botswana ranks 75th and Macau, China ranks 73rd of 178 countries.
Macau, China has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Botswana | Macau, China | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 98.0% | 99.7% | 1.7% | Macau, China |
| 2010s | 98.3% | 98.7% | 0.4% | Macau, China |
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, Botswana or Macau, China?
- Macau, China, at 98.3% against 98.2% in Botswana as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Botswana and Macau, China?
- 0.1%, with Macau, China ahead.
- How many years of comparable data are there for Botswana and Macau, China?
- 7 years are reported by both, from 2006 to 2014.
- How do Botswana and Macau, China rank globally for percentage of teachers in pre-primary education who are female?
- Botswana ranks 75th and Macau, China ranks 73rd 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.