Hong Kong vs Poland: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Hong Kong
- Poland
How they compare
Poland currently reports 97.8% against 97.8% in Hong Kong, a difference of 0.0%.
The two have swapped places 3 times across 29 shared years of data; in 1975 it was Poland ahead.
Hong Kong ranks 83rd and Poland ranks 81st of 178 countries.
Across the 4 decades both report, Hong Kong averaged higher in 2 and Poland in 2.
Head to head by decade
| Decade | Hong Kong | Poland | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 96.8% | 98.2% | 1.3% | Poland |
| 1980s | 98.0% | 98.6% | 0.6% | Poland |
| 2000s | 99.2% | 97.5% | 1.7% | Hong Kong |
| 2010s | 98.5% | 98.0% | 0.5% | 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 Poland?
- Poland, at 97.8% against 97.8% in Hong Kong as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Hong Kong and Poland?
- 0.0%, with Poland ahead.
- How many years of comparable data are there for Hong Kong and Poland?
- 29 years are reported by both, from 1975 to 2018.
- How do Hong Kong and Poland rank globally for percentage of teachers in pre-primary education who are female?
- Hong Kong ranks 83rd and Poland ranks 81st 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.