Kazakhstan vs Lebanon: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Kazakhstan
- Lebanon
How they compare
Lebanon currently reports 98.2% against 98.0% in Kazakhstan, a difference of 0.2%.
The two have swapped places 1 time across 12 shared years of data; in 2002 it was Lebanon ahead.
Kazakhstan ranks 79th and Lebanon ranks 76th of 178 countries.
Lebanon has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Kazakhstan | Lebanon | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 98.8% | 99.5% | 0.7% | Lebanon |
| 2010s | 98.2% | 98.6% | 0.4% | Lebanon |
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, Kazakhstan or Lebanon?
- Lebanon, at 98.2% against 98.0% in Kazakhstan as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Kazakhstan and Lebanon?
- 0.2%, with Lebanon ahead.
- How many years of comparable data are there for Kazakhstan and Lebanon?
- 12 years are reported by both, from 2002 to 2014.
- How do Kazakhstan and Lebanon rank globally for percentage of teachers in pre-primary education who are female?
- Kazakhstan ranks 79th and Lebanon ranks 76th 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.