Luxembourg vs Malaysia: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Luxembourg
- Malaysia
How they compare
Luxembourg currently reports 95.8% against 95.8% in Malaysia, a difference of 0.0%.
The two have swapped places 3 times across 15 shared years of data; in 1974 it was Luxembourg ahead.
Luxembourg ranks 108th and Malaysia ranks 109th of 178 countries.
Luxembourg has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Luxembourg | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 100.0% | 96.9% | 3.1% | Luxembourg |
| 2000s | 98.3% | 96.9% | 1.4% | Luxembourg |
| 2010s | 96.6% | 96.3% | 0.3% | Luxembourg |
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, Luxembourg or Malaysia?
- Luxembourg, at 95.8% against 95.8% in Malaysia as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Luxembourg and Malaysia?
- 0.0%, with Luxembourg ahead.
- How many years of comparable data are there for Luxembourg and Malaysia?
- 15 years are reported by both, from 1974 to 2018.
- How do Luxembourg and Malaysia rank globally for percentage of teachers in pre-primary education who are female?
- Luxembourg ranks 108th and Malaysia ranks 109th 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.