French Polynesia vs Singapore: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- French Polynesia
- Singapore
How they compare
French Polynesia currently reports 100.0% against 100.0% in Singapore, a difference of 0.0%.
The two have swapped places 1 time across 6 shared years of data; in 1975 it was French Polynesia ahead.
French Polynesia ranks 1st and Singapore ranks 1st of 178 countries.
Across the 2 decades both report, French Polynesia averaged higher in 1 and Singapore in 1.
Head to head by decade
| Decade | French Polynesia | Singapore | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 100.0% | 99.8% | 0.2% | French Polynesia |
| 1980s | 99.6% | 100.0% | 0.4% | Singapore |
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, French Polynesia or Singapore?
- French Polynesia, at 100.0% against 100.0% in Singapore as of 1996.
- What is the difference in percentage of teachers in pre-primary education who are female between French Polynesia and Singapore?
- 0.0%, with French Polynesia ahead.
- How many years of comparable data are there for French Polynesia and Singapore?
- 6 years are reported by both, from 1975 to 1989.
- How do French Polynesia and Singapore rank globally for percentage of teachers in pre-primary education who are female?
- French Polynesia ranks 1st and Singapore 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.