Cambodia vs Togo: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Cambodia
- Togo
How they compare
Cambodia currently reports 92.0% against 91.4% in Togo, a difference of 0.6%.
The two have swapped places 7 times across 23 shared years of data; in 1991 it was Togo ahead.
Cambodia ranks 140th and Togo ranks 142nd of 178 countries.
Across the 3 decades both report, Cambodia averaged higher in 2 and Togo in 1.
Head to head by decade
| Decade | Cambodia | Togo | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 96.1% | 99.4% | 3.3% | Togo |
| 2000s | 97.4% | 91.9% | 5.5% | Cambodia |
| 2010s | 93.2% | 92.0% | 1.3% | 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 Togo?
- Cambodia, at 92.0% against 91.4% in Togo as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Cambodia and Togo?
- 0.6%, with Cambodia ahead.
- How many years of comparable data are there for Cambodia and Togo?
- 23 years are reported by both, from 1991 to 2019.
- How do Cambodia and Togo rank globally for percentage of teachers in pre-primary education who are female?
- Cambodia ranks 140th and Togo ranks 142nd 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.