Europe & Central Asia (excluding high income) vs Nauru: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Europe & Central Asia (excluding high income)
- Nauru
How they compare
Nauru currently reports 100.0% against 98.0% in Europe & Central Asia (excluding high income), a difference of 2.0%.
The two have swapped places 2 times across 9 shared years of data; in 2000 it was Europe & Central Asia (excluding high income) ahead.
Europe & Central Asia (excluding high income) ranks 2nd and Nauru ranks 1st of 45 groups.
Nauru has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher percentage of teachers in pre-primary education who are female, Europe & Central Asia (excluding high income) or Nauru?
- Nauru, at 100.0% against 98.0% in Europe & Central Asia (excluding high income) as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Europe & Central Asia (excluding high income) and Nauru?
- 2.0%, with Nauru ahead.
- How many years of comparable data are there for Europe & Central Asia (excluding high income) and Nauru?
- 9 years are reported by both, from 2000 to 2008.
- How do Europe & Central Asia (excluding high income) and Nauru rank globally for percentage of teachers in pre-primary education who are female?
- Europe & Central Asia (excluding high income) ranks 2nd and Nauru ranks 1st of 45 groups.
- 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.
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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.