Finland vs Hong Kong: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Finland
- Hong Kong
How they compare
Hong Kong currently reports 97.8% against 97.4% in Finland, a difference of 0.4%.
The two have swapped places 1 time across 25 shared years of data; in 1971 it was Finland ahead.
Finland ranks 86th and Hong Kong ranks 83rd of 178 countries.
Across the 4 decades both report, Finland averaged higher in 1 and Hong Kong in 3.
Head to head by decade
| Decade | Finland | Hong Kong | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 100.0% | 95.7% | 4.3% | Finland |
| 1990s | 96.3% | 99.5% | 3.2% | Hong Kong |
| 2000s | 96.8% | 99.2% | 2.5% | Hong Kong |
| 2010s | 97.2% | 98.5% | 1.3% | Hong Kong |
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, Finland or Hong Kong?
- Hong Kong, at 97.8% against 97.4% in Finland as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Finland and Hong Kong?
- 0.4%, with Hong Kong ahead.
- How many years of comparable data are there for Finland and Hong Kong?
- 25 years are reported by both, from 1971 to 2018.
- How do Finland and Hong Kong rank globally for percentage of teachers in pre-primary education who are female?
- Finland ranks 86th and Hong Kong ranks 83rd 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.