Cameroon 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
- Cameroon
- Dominican Republic
How they compare
Dominican Republic currently reports 94.6% against 94.3% in Cameroon, a difference of 0.3%.
The two have swapped places 7 times across 20 shared years of data; in 1997 it was Cameroon ahead.
Cameroon ranks 125th and Dominican Republic ranks 122nd of 178 countries.
Cameroon has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Cameroon | Dominican Republic | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 95.0% | 92.3% | 2.7% | Cameroon |
| 2000s | 96.4% | 95.1% | 1.3% | Cameroon |
| 2010s | 96.5% | 94.4% | 2.1% | Cameroon |
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, Cameroon or Dominican Republic?
- Dominican Republic, at 94.6% against 94.3% in Cameroon as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Cameroon and Dominican Republic?
- 0.3%, with Dominican Republic ahead.
- How many years of comparable data are there for Cameroon and Dominican Republic?
- 20 years are reported by both, from 1997 to 2019.
- How do Cameroon and Dominican Republic rank globally for percentage of teachers in pre-primary education who are female?
- Cameroon ranks 125th 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.