Grenada vs Saudi Arabia: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Grenada
- Saudi Arabia
How they compare
Grenada currently reports 100.0% against 100.0% in Saudi Arabia, a difference of 0.0%.
The two have swapped places 1 time across 12 shared years of data; in 1979 it was Grenada ahead.
Grenada ranks 1st and Saudi Arabia ranks 1st of 178 countries.
Across the 3 decades both report, Grenada averaged higher in 1 and Saudi Arabia in 1.
Head to head by decade
| Decade | Grenada | Saudi Arabia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 99.1% | 98.1% | 1.0% | Grenada |
| 2000s | 99.8% | 100.0% | 0.2% | Saudi Arabia |
| 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, Grenada or Saudi Arabia?
- Grenada, at 100.0% against 100.0% in Saudi Arabia as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Grenada and Saudi Arabia?
- 0.0%, with Grenada ahead.
- How many years of comparable data are there for Grenada and Saudi Arabia?
- 12 years are reported by both, from 1979 to 2018.
- How do Grenada and Saudi Arabia rank globally for percentage of teachers in pre-primary education who are female?
- Grenada ranks 1st and Saudi Arabia 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.