Niger vs Spain: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Niger
- Spain
How they compare
Niger currently reports 92.9% against 92.8% in Spain, a difference of 0.1%.
The two have swapped places 4 times across 29 shared years of data; in 1973 it was Niger ahead.
Niger ranks 135th and Spain ranks 136th of 178 countries.
Across the 4 decades both report, Niger averaged higher in 3 and Spain in 1.
Head to head by decade
| Decade | Niger | Spain | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 99.7% | 98.1% | 1.6% | Niger |
| 1980s | 100.0% | 94.2% | 5.8% | Niger |
| 1990s | 99.9% | 94.9% | 5.0% | Niger |
| 2010s | 91.1% | 93.1% | 2.0% | Spain |
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, Niger or Spain?
- Niger, at 92.9% against 92.8% in Spain as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Niger and Spain?
- 0.1%, with Niger ahead.
- How many years of comparable data are there for Niger and Spain?
- 29 years are reported by both, from 1973 to 2018.
- How do Niger and Spain rank globally for percentage of teachers in pre-primary education who are female?
- Niger ranks 135th and Spain ranks 136th 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.