Chile vs San Marino: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Chile
- San Marino
How they compare
San Marino currently reports 98.6% against 98.5% in Chile, a difference of 0.1%.
The two have swapped places 1 time across 11 shared years of data; in 1975 it was San Marino ahead.
Chile ranks 70th and San Marino ranks 69th of 178 countries.
Across the 4 decades both report, Chile averaged higher in 1 and San Marino in 3.
Head to head by decade
| Decade | Chile | San Marino | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 96.6% | 100.0% | 3.4% | San Marino |
| 1990s | 97.4% | 100.0% | 2.6% | San Marino |
| 2000s | 99.1% | 99.2% | 0.1% | San Marino |
| 2010s | 98.3% | 96.7% | 1.6% | 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 San Marino?
- San Marino, at 98.6% against 98.5% in Chile as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Chile and San Marino?
- 0.1%, with San Marino ahead.
- How many years of comparable data are there for Chile and San Marino?
- 11 years are reported by both, from 1975 to 2018.
- How do Chile and San Marino rank globally for percentage of teachers in pre-primary education who are female?
- Chile ranks 70th and San Marino ranks 69th 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.