Honduras vs Turkey: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Honduras
- Turkey
How they compare
Honduras currently reports 94.6% against 94.6% in Turkey, a difference of 0.0%.
The two have swapped places 1 time across 16 shared years of data; in 1971 it was Honduras ahead.
Honduras ranks 123rd and Turkey ranks 124th of 178 countries.
Across the 5 decades both report, Honduras averaged higher in 3 and Turkey in 2.
Head to head by decade
| Decade | Honduras | Turkey | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 100.0% | 95.3% | 4.7% | Honduras |
| 1980s | 100.0% | 97.2% | 2.8% | Honduras |
| 1990s | 100.0% | 98.5% | 1.5% | Honduras |
| 2000s | 94.0% | 95.0% | 0.9% | Turkey |
| 2010s | 88.2% | 94.1% | 5.9% | Turkey |
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, Honduras or Turkey?
- Honduras, at 94.6% against 94.6% in Turkey as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Honduras and Turkey?
- 0.0%, with Honduras ahead.
- How many years of comparable data are there for Honduras and Turkey?
- 16 years are reported by both, from 1971 to 2015.
- How do Honduras and Turkey rank globally for percentage of teachers in pre-primary education who are female?
- Honduras ranks 123rd and Turkey ranks 124th 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.