Burkina Faso vs Ghana: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Burkina Faso
- Ghana
How they compare
Burkina Faso currently reports 85.5% against 83.7% in Ghana, a difference of 1.8%.
The two have swapped places 3 times across 13 shared years of data; in 1986 it was Ghana ahead.
Burkina Faso ranks 160th and Ghana ranks 163rd of 178 countries.
Across the 3 decades both report, Burkina Faso averaged higher in 1 and Ghana in 2.
Head to head by decade
| Decade | Burkina Faso | Ghana | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 84.3% | 95.4% | 11.1% | Ghana |
| 2000s | 70.6% | 82.0% | 11.3% | Ghana |
| 2010s | 83.2% | 82.8% | 0.3% | Burkina Faso |
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, Burkina Faso or Ghana?
- Burkina Faso, at 85.5% against 83.7% in Ghana as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Burkina Faso and Ghana?
- 1.8%, with Burkina Faso ahead.
- How many years of comparable data are there for Burkina Faso and Ghana?
- 13 years are reported by both, from 1986 to 2019.
- How do Burkina Faso and Ghana rank globally for percentage of teachers in pre-primary education who are female?
- Burkina Faso ranks 160th and Ghana ranks 163rd 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.