Libya vs Nicaragua: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Libya
- Nicaragua
How they compare
Libya currently reports 96.4% against 96.0% in Nicaragua, a difference of 0.4%.
Across all 8 years both countries report, Libya has been ahead every year.
Libya ranks 99th and Nicaragua ranks 102nd of 178 countries.
Libya has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Libya | Nicaragua | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 100.0% | 97.7% | 2.3% | Libya |
| 1990s | 100.0% | 97.1% | 2.9% | Libya |
| 2000s | 97.9% | 94.7% | 3.2% | Libya |
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, Libya or Nicaragua?
- Libya, at 96.4% against 96.0% in Nicaragua as of 2006.
- What is the difference in percentage of teachers in pre-primary education who are female between Libya and Nicaragua?
- 0.4%, with Libya ahead.
- How many years of comparable data are there for Libya and Nicaragua?
- 8 years are reported by both, from 1980 to 2006.
- How do Libya and Nicaragua rank globally for percentage of teachers in pre-primary education who are female?
- Libya ranks 99th and Nicaragua ranks 102nd 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.