South Africa vs Tanzania: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- South Africa
- Tanzania
How they compare
South Africa currently reports 78.6% against 78.4% in Tanzania, a difference of 0.2%.
Across all 6 years both countries report, South Africa has been ahead every year.
South Africa ranks 166th and Tanzania ranks 168th of 178 countries.
South Africa has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | South Africa | Tanzania | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 76.2% | 58.2% | 17.9% | South Africa |
| 2010s | 78.8% | 61.1% | 17.7% | 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, South Africa or Tanzania?
- South Africa, at 78.6% against 78.4% in Tanzania as of 2014.
- What is the difference in percentage of teachers in pre-primary education who are female between South Africa and Tanzania?
- 0.2%, with South Africa ahead.
- How many years of comparable data are there for South Africa and Tanzania?
- 6 years are reported by both, from 2004 to 2014.
- How do South Africa and Tanzania rank globally for percentage of teachers in pre-primary education who are female?
- South Africa ranks 166th and Tanzania ranks 168th 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.