Brazil vs Dominican Republic: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Brazil
- Dominican Republic
How they compare
Brazil currently reports 94.9% against 94.6% in Dominican Republic, a difference of 0.3%.
The two have swapped places 2 times across 12 shared years of data; in 1998 it was Brazil ahead.
Brazil ranks 119th and Dominican Republic ranks 122nd of 178 countries.
Brazil has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Brazil | Dominican Republic | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 98.2% | 94.3% | 3.9% | Brazil |
| 2000s | 96.7% | 95.6% | 1.1% | Brazil |
| 2010s | 95.2% | 94.5% | 0.7% | Brazil |
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, Brazil or Dominican Republic?
- Brazil, at 94.9% against 94.6% in Dominican Republic as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Brazil and Dominican Republic?
- 0.3%, with Brazil ahead.
- How many years of comparable data are there for Brazil and Dominican Republic?
- 12 years are reported by both, from 1998 to 2018.
- How do Brazil and Dominican Republic rank globally for percentage of teachers in pre-primary education who are female?
- Brazil ranks 119th and Dominican Republic ranks 122nd 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.