Guyana vs Sub-Saharan Africa: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Guyana
- Sub-Saharan Africa
How they compare
Guyana currently reports 99.7% against 80.9% in Sub-Saharan Africa, a difference of 18.8%.
That makes Guyana's figure about 1.2 times Sub-Saharan Africa's.
Across all 14 years both countries report, Guyana has been ahead every year.
Guyana ranks 36th and Sub-Saharan Africa ranks 39th of 178 countries.
Guyana has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Guyana | Sub-Saharan Africa | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 99.1% | 74.8% | 24.2% | Guyana |
| 2000s | 99.2% | 77.8% | 21.5% | Guyana |
| 2010s | 99.6% | 78.1% | 21.5% | Guyana |
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, Guyana or Sub-Saharan Africa?
- Guyana, at 99.7% against 80.9% in Sub-Saharan Africa as of 2012.
- What is the difference in percentage of teachers in pre-primary education who are female between Guyana and Sub-Saharan Africa?
- 18.8%, with Guyana ahead.
- How many years of comparable data are there for Guyana and Sub-Saharan Africa?
- 14 years are reported by both, from 1995 to 2012.
- How do Guyana and Sub-Saharan Africa rank globally for percentage of teachers in pre-primary education who are female?
- Guyana ranks 36th and Sub-Saharan Africa ranks 39th 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.