Liechtenstein vs Saudi Arabia: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Liechtenstein
- Saudi Arabia
How they compare
Liechtenstein currently reports 100.0% against 100.0% in Saudi Arabia, a difference of 0.0%.
Across all 12 years both countries report, Saudi Arabia has been ahead every year.
Liechtenstein ranks 1st and Saudi Arabia ranks 1st of 178 countries.
Saudi Arabia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Liechtenstein | Saudi Arabia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 98.6% | 100.0% | 1.4% | Saudi Arabia |
| 2010s | 99.7% | 100.0% | 0.3% | Saudi Arabia |
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, Liechtenstein or Saudi Arabia?
- Liechtenstein, at 100.0% against 100.0% in Saudi Arabia as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Liechtenstein and Saudi Arabia?
- 0.0%, with Liechtenstein ahead.
- How many years of comparable data are there for Liechtenstein and Saudi Arabia?
- 12 years are reported by both, from 2005 to 2018.
- How do Liechtenstein and Saudi Arabia rank globally for percentage of teachers in pre-primary education who are female?
- Liechtenstein ranks 1st and Saudi Arabia 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.