Indonesia vs United Kingdom: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Indonesia
- United Kingdom
How they compare
United Kingdom currently reports 95.9% against 95.8% in Indonesia, a difference of 0.1%.
The two have swapped places 5 times across 14 shared years of data; in 2000 it was Indonesia ahead.
Indonesia ranks 110th and United Kingdom ranks 107th of 178 countries.
Across the 2 decades both report, Indonesia averaged higher in 1 and United Kingdom in 1.
Head to head by decade
| Decade | Indonesia | United Kingdom | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 97.1% | 96.0% | 1.1% | Indonesia |
| 2010s | 94.6% | 95.4% | 0.8% | United Kingdom |
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, Indonesia or United Kingdom?
- United Kingdom, at 95.9% against 95.8% in Indonesia as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Indonesia and United Kingdom?
- 0.1%, with United Kingdom ahead.
- How many years of comparable data are there for Indonesia and United Kingdom?
- 14 years are reported by both, from 2000 to 2018.
- How do Indonesia and United Kingdom rank globally for percentage of teachers in pre-primary education who are female?
- Indonesia ranks 110th and United Kingdom ranks 107th 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.