Cameroon vs Türkiye: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Cameroon
- Türkiye
How they compare
Türkiye currently reports 94.6% against 94.3% in Cameroon, a difference of 0.3%.
The two have swapped places 6 times across 29 shared years of data; in 1978 it was Cameroon ahead.
Cameroon ranks 125th and Türkiye ranks 124th of 178 countries.
Across the 5 decades both report, Cameroon averaged higher in 4 and Türkiye in 1.
Head to head by decade
| Decade | Cameroon | Türkiye | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 99.1% | 96.8% | 2.2% | Cameroon |
| 1980s | 99.4% | 98.2% | 1.2% | Cameroon |
| 1990s | 98.8% | 99.6% | 0.7% | Türkiye |
| 2000s | 96.5% | 95.2% | 1.2% | Cameroon |
| 2010s | 96.8% | 94.3% | 2.5% | 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 Türkiye?
- Türkiye, at 94.6% against 94.3% in Cameroon as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Cameroon and Türkiye?
- 0.3%, with Türkiye ahead.
- How many years of comparable data are there for Cameroon and Türkiye?
- 29 years are reported by both, from 1978 to 2017.
- How do Cameroon and Türkiye rank globally for percentage of teachers in pre-primary education who are female?
- Cameroon ranks 125th and Türkiye ranks 124th 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.