Dominica vs Grenada: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Dominica
- Grenada
How they compare
Dominica currently reports 100.0% against 100.0% in Grenada, a difference of 0.0%.
The two have swapped places 4 times across 15 shared years of data; in 1977 it was Grenada ahead.
Dominica ranks 1st and Grenada ranks 1st of 178 countries.
Across the 4 decades both report, Dominica averaged higher in 2 and Grenada in 1.
Head to head by decade
| Decade | Dominica | Grenada | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 90.8% | 99.5% | 8.8% | Grenada |
| 1990s | 100.0% | 95.7% | 4.3% | Dominica |
| 2000s | 100.0% | 99.7% | 0.3% | Dominica |
| 2010s | 100.0% | 100.0% | 0.0% | — |
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, Dominica or Grenada?
- Dominica, at 100.0% against 100.0% in Grenada as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Dominica and Grenada?
- 0.0%, with Dominica ahead.
- How many years of comparable data are there for Dominica and Grenada?
- 15 years are reported by both, from 1977 to 2016.
- How do Dominica and Grenada rank globally for percentage of teachers in pre-primary education who are female?
- Dominica ranks 1st and Grenada ranks 1st 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.