Mongolia vs Yemen: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Mongolia
- Yemen
How they compare
Mongolia currently reports 97.4% against 97.3% in Yemen, a difference of 0.1%.
The two have swapped places 2 times across 7 shared years of data; in 1999 it was Mongolia ahead.
Mongolia ranks 88th and Yemen ranks 91st of 178 countries.
Across the 3 decades both report, Mongolia averaged higher in 2 and Yemen in 1.
Head to head by decade
| Decade | Mongolia | Yemen | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 99.7% | 93.1% | 6.6% | Mongolia |
| 2000s | 96.4% | 97.3% | 0.9% | Yemen |
| 2010s | 98.2% | 96.6% | 1.6% | Mongolia |
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, Mongolia or Yemen?
- Mongolia, at 97.4% against 97.3% in Yemen as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Mongolia and Yemen?
- 0.1%, with Mongolia ahead.
- How many years of comparable data are there for Mongolia and Yemen?
- 7 years are reported by both, from 1999 to 2016.
- How do Mongolia and Yemen rank globally for percentage of teachers in pre-primary education who are female?
- Mongolia ranks 88th and Yemen ranks 91st 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.