Cambodia vs Timor-Leste: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Cambodia
- Timor-Leste
How they compare
Timor-Leste currently reports 92.4% against 92.0% in Cambodia, a difference of 0.4%.
The two have swapped places 1 time across 6 shared years of data; in 2005 it was Cambodia ahead.
Cambodia ranks 140th and Timor-Leste ranks 137th of 178 countries.
Cambodia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cambodia | Timor-Leste | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 99.3% | 97.0% | 2.3% | Cambodia |
| 2010s | 93.0% | 92.3% | 0.8% | Cambodia |
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, Cambodia or Timor-Leste?
- Timor-Leste, at 92.4% against 92.0% in Cambodia as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Cambodia and Timor-Leste?
- 0.4%, with Timor-Leste ahead.
- How many years of comparable data are there for Cambodia and Timor-Leste?
- 6 years are reported by both, from 2005 to 2019.
- How do Cambodia and Timor-Leste rank globally for percentage of teachers in pre-primary education who are female?
- Cambodia ranks 140th and Timor-Leste ranks 137th 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.