Sao Tome and Principe vs Turkey: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Sao Tome and Principe
- Turkey
How they compare
Turkey currently reports 94.6% against 94.3% in Sao Tome and Principe, a difference of 0.3%.
The two have swapped places 3 times across 6 shared years of data; in 1990 it was Turkey ahead.
Sao Tome and Principe ranks 126th and Turkey ranks 124th of 178 countries.
Turkey has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Sao Tome and Principe | Turkey | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 93.1% | 99.7% | 6.6% | Turkey |
| 2000s | 94.7% | 94.7% | 0.0% | Turkey |
| 2010s | 93.7% | 94.6% | 0.9% | Turkey |
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, Sao Tome and Principe or Turkey?
- Turkey, at 94.6% against 94.3% in Sao Tome and Principe as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Sao Tome and Principe and Turkey?
- 0.3%, with Turkey ahead.
- How many years of comparable data are there for Sao Tome and Principe and Turkey?
- 6 years are reported by both, from 1990 to 2015.
- How do Sao Tome and Principe and Turkey rank globally for percentage of teachers in pre-primary education who are female?
- Sao Tome and Principe ranks 126th and Turkey ranks 124th 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.