Slovakia vs United Arab Emirates: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Slovakia
- United Arab Emirates
How they compare
Slovakia currently reports 99.5% against 99.5% in United Arab Emirates, a difference of 0.0%.
The two have swapped places 1 time across 19 shared years of data; in 1996 it was Slovakia ahead.
Slovakia ranks 44th and United Arab Emirates ranks 45th of 178 countries.
Slovakia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Slovakia | United Arab Emirates | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 100.0% | 99.8% | 0.2% | Slovakia |
| 2000s | 99.9% | 99.8% | 0.2% | Slovakia |
| 2010s | 99.6% | 98.9% | 0.8% | Slovakia |
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, Slovakia or United Arab Emirates?
- Slovakia, at 99.5% against 99.5% in United Arab Emirates as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Slovakia and United Arab Emirates?
- 0.0%, with Slovakia ahead.
- How many years of comparable data are there for Slovakia and United Arab Emirates?
- 19 years are reported by both, from 1996 to 2016.
- How do Slovakia and United Arab Emirates rank globally for percentage of teachers in pre-primary education who are female?
- Slovakia ranks 44th and United Arab Emirates ranks 45th 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.