Malta vs Seychelles: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Malta
- Seychelles
How they compare
Malta currently reports 99.4% against 99.4% in Seychelles, a difference of 0.0%.
The two have swapped places 2 times across 37 shared years of data; in 1973 it was Seychelles ahead.
Malta ranks 46th and Seychelles ranks 47th of 178 countries.
Seychelles has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Malta | Seychelles | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 67.4% | 100.0% | 32.6% | Seychelles |
| 1980s | 91.5% | 100.0% | 8.5% | Seychelles |
| 1990s | 99.8% | 100.0% | 0.2% | Seychelles |
| 2000s | 99.2% | 99.9% | 0.7% | Seychelles |
| 2010s | 99.5% | 99.9% | 0.4% | Seychelles |
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, Malta or Seychelles?
- Malta, at 99.4% against 99.4% in Seychelles as of 2017.
- What is the difference in percentage of teachers in pre-primary education who are female between Malta and Seychelles?
- 0.0%, with Malta ahead.
- How many years of comparable data are there for Malta and Seychelles?
- 37 years are reported by both, from 1973 to 2017.
- How do Malta and Seychelles rank globally for percentage of teachers in pre-primary education who are female?
- Malta ranks 46th and Seychelles ranks 47th 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.