Chile vs Macau, China: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Chile
- Macau, China
How they compare
Chile currently reports 98.5% against 98.3% in Macau, China, a difference of 0.2%.
The two have swapped places 1 time across 14 shared years of data; in 2000 it was Macau, China ahead.
Chile ranks 70th and Macau, China ranks 73rd of 178 countries.
Across the 2 decades both report, Chile averaged higher in 1 and Macau, China in 1.
Head to head by decade
| Decade | Chile | Macau, China | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 98.3% | 99.7% | 1.4% | Macau, China |
| 2010s | 98.8% | 98.5% | 0.3% | Chile |
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, Chile or Macau, China?
- Chile, at 98.5% against 98.3% in Macau, China as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Chile and Macau, China?
- 0.2%, with Chile ahead.
- How many years of comparable data are there for Chile and Macau, China?
- 14 years are reported by both, from 2000 to 2018.
- How do Chile and Macau, China rank globally for percentage of teachers in pre-primary education who are female?
- Chile ranks 70th and Macau, China ranks 73rd 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.