Cyprus vs Trinidad and Tobago: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Cyprus
- Trinidad and Tobago
How they compare
Cyprus currently reports 99.4% against 99.3% in Trinidad and Tobago, a difference of 0.1%.
The two have swapped places 1 time across 6 shared years of data; in 1990 it was Cyprus ahead.
Cyprus ranks 48th and Trinidad and Tobago ranks 51st of 178 countries.
Across the 2 decades both report, Cyprus averaged higher in 1 and Trinidad and Tobago in 1.
Head to head by decade
| Decade | Cyprus | Trinidad and Tobago | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 99.2% | 96.2% | 3.1% | Cyprus |
| 2000s | 99.0% | 100.0% | 1.0% | Trinidad and Tobago |
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 Trinidad and Tobago?
- Cyprus, at 99.4% against 99.3% in Trinidad and Tobago as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Cyprus and Trinidad and Tobago?
- 0.1%, with Cyprus ahead.
- How many years of comparable data are there for Cyprus and Trinidad and Tobago?
- 6 years are reported by both, from 1990 to 2005.
- How do Cyprus and Trinidad and Tobago rank globally for percentage of teachers in pre-primary education who are female?
- Cyprus ranks 48th and Trinidad and Tobago ranks 51st 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.