Czechia vs IDA total: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Czechia
- IDA total
How they compare
Czechia currently reports 99.6% against 80.5% in IDA total, a difference of 19.1%.
That makes Czechia's figure about 1.2 times IDA total's.
Across all 14 years both countries report, Czechia has been ahead every year.
Czechia ranks 42nd and IDA total ranks 42nd of 178 countries.
Czechia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Czechia | IDA total | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 99.8% | 73.3% | 26.5% | Czechia |
| 2000s | 99.7% | 79.6% | 20.1% | Czechia |
| 2010s | 99.6% | 80.8% | 18.8% | Czechia |
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, Czechia or IDA total?
- Czechia, at 99.6% against 80.5% in IDA total as of 2012.
- What is the difference in percentage of teachers in pre-primary education who are female between Czechia and IDA total?
- 19.1%, with Czechia ahead.
- How many years of comparable data are there for Czechia and IDA total?
- 14 years are reported by both, from 1999 to 2012.
- How do Czechia and IDA total rank globally for percentage of teachers in pre-primary education who are female?
- Czechia ranks 42nd and IDA total ranks 42nd 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.