Jordan vs Singapore: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Jordan
- Singapore
How they compare
Jordan currently reports 100.0% against 100.0% in Singapore, a difference of 0.0%.
The two have swapped places 2 times across 15 shared years of data; in 1971 it was Singapore ahead.
Jordan ranks 1st and Singapore ranks 1st of 178 countries.
Singapore has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Jordan | Singapore | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 99.0% | 99.5% | 0.5% | Singapore |
| 1980s | 99.8% | 100.0% | 0.2% | Singapore |
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, Jordan or Singapore?
- Jordan, at 100.0% against 100.0% in Singapore as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Jordan and Singapore?
- 0.0%, with Jordan ahead.
- How many years of comparable data are there for Jordan and Singapore?
- 15 years are reported by both, from 1971 to 1989.
- How do Jordan and Singapore rank globally for percentage of teachers in pre-primary education who are female?
- Jordan ranks 1st and Singapore ranks 1st 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.