Oman vs Viet Nam: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Oman
- Viet Nam
How they compare
Oman currently reports 99.9% against 99.8% in Viet Nam, a difference of 0.1%.
The two have swapped places 3 times across 13 shared years of data; in 1981 it was Viet Nam ahead.
Oman ranks 29th and Viet Nam ranks 32nd of 178 countries.
Across the 3 decades both report, Oman averaged higher in 1 and Viet Nam in 2.
Head to head by decade
| Decade | Oman | Viet Nam | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 98.2% | 100.0% | 1.8% | Viet Nam |
| 1990s | 99.7% | 100.0% | 0.3% | Viet Nam |
| 2010s | 98.9% | 98.9% | 0.1% | Oman |
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, Oman or Viet Nam?
- Oman, at 99.9% against 99.8% in Viet Nam as of 2019.
- What is the difference in percentage of teachers in pre-primary education who are female between Oman and Viet Nam?
- 0.1%, with Oman ahead.
- How many years of comparable data are there for Oman and Viet Nam?
- 13 years are reported by both, from 1981 to 2019.
- How do Oman and Viet Nam rank globally for percentage of teachers in pre-primary education who are female?
- Oman ranks 29th and Viet Nam ranks 32nd 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.