Japan vs Syria: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Japan
- Syria
How they compare
Japan currently reports 97.8% against 97.7% in Syria, a difference of 0.1%.
The two have swapped places 2 times across 31 shared years of data; in 1971 it was Syria ahead.
Japan ranks 82nd and Syria ranks 84th of 178 countries.
Across the 4 decades both report, Japan averaged higher in 1 and Syria in 3.
Head to head by decade
| Decade | Japan | Syria | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 87.3% | 96.7% | 9.4% | Syria |
| 1980s | 88.2% | 98.3% | 10.1% | Syria |
| 1990s | 90.7% | 95.9% | 5.2% | Syria |
| 2000s | 98.0% | 97.4% | 0.6% | Japan |
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, Japan or Syria?
- Japan, at 97.8% against 97.7% in Syria as of 2005.
- What is the difference in percentage of teachers in pre-primary education who are female between Japan and Syria?
- 0.1%, with Japan ahead.
- How many years of comparable data are there for Japan and Syria?
- 31 years are reported by both, from 1971 to 2005.
- How do Japan and Syria rank globally for percentage of teachers in pre-primary education who are female?
- Japan ranks 82nd and Syria ranks 84th 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.