Cyprus vs Mauritius: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Cyprus
- Mauritius
How they compare
Cyprus currently reports 99.4% against 99.3% in Mauritius, a difference of 0.1%.
The two have swapped places 5 times across 34 shared years of data; in 1971 it was Cyprus ahead.
Cyprus ranks 48th and Mauritius ranks 50th of 178 countries.
Across the 5 decades both report, Cyprus averaged higher in 2 and Mauritius in 3.
Head to head by decade
| Decade | Cyprus | Mauritius | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 99.1% | 98.6% | 0.6% | Cyprus |
| 1980s | 99.5% | 99.0% | 0.5% | Cyprus |
| 1990s | 98.9% | 100.0% | 1.1% | Mauritius |
| 2000s | 99.0% | 99.9% | 0.9% | Mauritius |
| 2010s | 99.1% | 99.6% | 0.4% | Mauritius |
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, Cyprus or Mauritius?
- Cyprus, at 99.4% against 99.3% in Mauritius as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Cyprus and Mauritius?
- 0.1%, with Cyprus ahead.
- How many years of comparable data are there for Cyprus and Mauritius?
- 34 years are reported by both, from 1971 to 2018.
- How do Cyprus and Mauritius rank globally for percentage of teachers in pre-primary education who are female?
- Cyprus ranks 48th and Mauritius ranks 50th 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.