Colombia vs Nicaragua: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Colombia
- Nicaragua
How they compare
Nicaragua currently reports 96.0% against 96.0% in Colombia, a difference of 0.0%.
The two have swapped places 2 times across 13 shared years of data; in 1983 it was Nicaragua ahead.
Colombia ranks 103rd and Nicaragua ranks 102nd of 178 countries.
Nicaragua has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Colombia | Nicaragua | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 78.2% | 98.1% | 19.9% | Nicaragua |
| 1990s | 94.5% | 96.8% | 2.3% | Nicaragua |
| 2000s | 95.5% | 95.8% | 0.3% | Nicaragua |
| 2010s | 96.0% | 96.0% | 0.0% | Nicaragua |
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, Colombia or Nicaragua?
- Nicaragua, at 96.0% against 96.0% in Colombia as of 2010.
- What is the difference in percentage of teachers in pre-primary education who are female between Colombia and Nicaragua?
- 0.0%, with Nicaragua ahead.
- How many years of comparable data are there for Colombia and Nicaragua?
- 13 years are reported by both, from 1983 to 2010.
- How do Colombia and Nicaragua rank globally for percentage of teachers in pre-primary education who are female?
- Colombia ranks 103rd and Nicaragua ranks 102nd 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.