Hong Kong vs Japan: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Hong Kong
- Japan
How they compare
Japan currently reports 97.8% against 97.8% in Hong Kong, a difference of 0.0%.
Across all 23 years both countries report, Hong Kong has been ahead every year.
Hong Kong ranks 83rd and Japan ranks 82nd of 178 countries.
Hong Kong has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Hong Kong | Japan | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 96.2% | 87.3% | 8.9% | Hong Kong |
| 1980s | 98.0% | 88.1% | 9.9% | Hong Kong |
| 1990s | 99.5% | 93.9% | 5.5% | Hong Kong |
| 2000s | 99.2% | 98.0% | 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, Hong Kong or Japan?
- Japan, at 97.8% against 97.8% in Hong Kong as of 2005.
- What is the difference in percentage of teachers in pre-primary education who are female between Hong Kong and Japan?
- 0.0%, with Japan ahead.
- How many years of comparable data are there for Hong Kong and Japan?
- 23 years are reported by both, from 1971 to 2005.
- How do Hong Kong and Japan rank globally for percentage of teachers in pre-primary education who are female?
- Hong Kong ranks 83rd and Japan ranks 82nd 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.