Kuwait vs Low income: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Kuwait
- Low income
How they compare
Kuwait currently reports 99.8% against 89.4% in Low income, a difference of 10.4%.
That makes Kuwait's figure about 1.1 times Low income's.
Across all 18 years both countries report, Kuwait has been ahead every year.
Kuwait ranks 34th and Low income ranks 35th of 178 countries.
Kuwait has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Kuwait | Low income | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 99.9% | 87.7% | 12.2% | Kuwait |
| 2010s | 99.8% | 87.2% | 12.6% | Kuwait |
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, Kuwait or Low income?
- Kuwait, at 99.8% against 89.4% in Low income as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Kuwait and Low income?
- 10.4%, with Kuwait ahead.
- How many years of comparable data are there for Kuwait and Low income?
- 18 years are reported by both, from 2001 to 2018.
- How do Kuwait and Low income rank globally for percentage of teachers in pre-primary education who are female?
- Kuwait ranks 34th and Low income ranks 35th 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.