Dominican Republic vs Honduras: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Dominican Republic
- Honduras
How they compare
Dominican Republic currently reports 94.6% against 94.6% in Honduras, a difference of 0.0%.
The two have swapped places 2 times across 7 shared years of data; in 2004 it was Dominican Republic ahead.
Dominican Republic ranks 122nd and Honduras ranks 123rd of 178 countries.
Dominican Republic has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Dominican Republic | Honduras | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 95.0% | 94.0% | 1.0% | Dominican Republic |
| 2010s | 94.6% | 92.0% | 2.6% | Dominican Republic |
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, Dominican Republic or Honduras?
- Dominican Republic, at 94.6% against 94.6% in Honduras as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Dominican Republic and Honduras?
- 0.0%, with Dominican Republic ahead.
- How many years of comparable data are there for Dominican Republic and Honduras?
- 7 years are reported by both, from 2004 to 2019.
- How do Dominican Republic and Honduras rank globally for percentage of teachers in pre-primary education who are female?
- Dominican Republic ranks 122nd and Honduras ranks 123rd 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.