Solomon Islands vs Uganda: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Solomon Islands
- Uganda
How they compare
Uganda currently reports 86.3% against 85.7% in Solomon Islands, a difference of 0.6%.
The two have swapped places 1 time across 7 shared years of data; in 2008 it was Solomon Islands ahead.
Solomon Islands ranks 159th and Uganda ranks 158th of 178 countries.
Solomon Islands has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Solomon Islands | Uganda | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 85.0% | 79.6% | 5.5% | Solomon Islands |
| 2010s | 86.3% | 85.7% | 0.6% | Solomon Islands |
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, Solomon Islands or Uganda?
- Uganda, at 86.3% against 85.7% in Solomon Islands as of 2017.
- What is the difference in percentage of teachers in pre-primary education who are female between Solomon Islands and Uganda?
- 0.6%, with Uganda ahead.
- How many years of comparable data are there for Solomon Islands and Uganda?
- 7 years are reported by both, from 2008 to 2017.
- How do Solomon Islands and Uganda rank globally for percentage of teachers in pre-primary education who are female?
- Solomon Islands ranks 159th and Uganda ranks 158th 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.