IDA blend vs Suriname: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- IDA blend
- Suriname
How they compare
Suriname currently reports 99.8% against 85.7% in IDA blend, a difference of 14.1%.
That makes Suriname's figure about 1.2 times IDA blend's.
Across all 6 years both countries report, Suriname has been ahead every year.
IDA blend ranks 38th and Suriname ranks 35th of 45 groups.
Suriname has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | IDA blend | Suriname | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 83.2% | 99.7% | 16.5% | Suriname |
| 2010s | 85.8% | 99.6% | 13.8% | Suriname |
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, IDA blend or Suriname?
- Suriname, at 99.8% against 85.7% in IDA blend as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between IDA blend and Suriname?
- 14.1%, with Suriname ahead.
- How many years of comparable data are there for IDA blend and Suriname?
- 6 years are reported by both, from 2002 to 2014.
- How do IDA blend and Suriname rank globally for percentage of teachers in pre-primary education who are female?
- IDA blend ranks 38th and Suriname ranks 35th of 45 groups.
- 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.