Senegal vs South Africa: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Senegal
- South Africa
How they compare
South Africa currently reports 78.6% against 77.2% in Senegal, a difference of 1.4%.
The two have swapped places 4 times across 15 shared years of data; in 1994 it was South Africa ahead.
Senegal ranks 169th and South Africa ranks 166th of 178 countries.
Across the 3 decades both report, Senegal averaged higher in 1 and South Africa in 2.
Head to head by decade
| Decade | Senegal | South Africa | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 73.3% | 91.7% | 18.4% | South Africa |
| 2000s | 79.9% | 76.6% | 3.3% | Senegal |
| 2010s | 74.9% | 78.8% | 3.9% | South Africa |
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, Senegal or South Africa?
- South Africa, at 78.6% against 77.2% in Senegal as of 2014.
- What is the difference in percentage of teachers in pre-primary education who are female between Senegal and South Africa?
- 1.4%, with South Africa ahead.
- How many years of comparable data are there for Senegal and South Africa?
- 15 years are reported by both, from 1994 to 2014.
- How do Senegal and South Africa rank globally for percentage of teachers in pre-primary education who are female?
- Senegal ranks 169th and South Africa ranks 166th 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.