Brunei Darussalam vs Tunisia: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Brunei Darussalam
- Tunisia
How they compare
Tunisia currently reports 94.8% against 94.8% in Brunei Darussalam, a difference of 0.0%.
The two have swapped places 1 time across 5 shared years of data; in 1999 it was Tunisia ahead.
Brunei Darussalam ranks 121st and Tunisia ranks 120th of 178 countries.
Across the 3 decades both report, Brunei Darussalam averaged higher in 1 and Tunisia in 2.
Head to head by decade
| Decade | Brunei Darussalam | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 83.2% | 95.1% | 11.9% | Tunisia |
| 2000s | 83.7% | 95.7% | 11.9% | Tunisia |
| 2010s | 95.6% | 94.8% | 0.8% | Brunei Darussalam |
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, Brunei Darussalam or Tunisia?
- Tunisia, at 94.8% against 94.8% in Brunei Darussalam as of 2016.
- What is the difference in percentage of teachers in pre-primary education who are female between Brunei Darussalam and Tunisia?
- 0.0%, with Tunisia ahead.
- How many years of comparable data are there for Brunei Darussalam and Tunisia?
- 5 years are reported by both, from 1999 to 2016.
- How do Brunei Darussalam and Tunisia rank globally for percentage of teachers in pre-primary education who are female?
- Brunei Darussalam ranks 121st and Tunisia ranks 120th 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.
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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.