Saint Kitts and Nevis vs Saint Lucia: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Saint Kitts and Nevis
- Saint Lucia
How they compare
Saint Kitts and Nevis currently reports 100.0% against 100.0% in Saint Lucia, a difference of 0.0%.
Across all 7 years both countries report, Saint Lucia has been ahead every year.
Saint Kitts and Nevis ranks 1st and Saint Lucia ranks 1st of 178 countries.
Head to head by decade
| Decade | Saint Kitts and Nevis | Saint Lucia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 100.0% | 100.0% | 0.0% | — |
| 2000s | 100.0% | 100.0% | 0.0% | — |
| 2010s | 100.0% | 100.0% | 0.0% | — |
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, Saint Kitts and Nevis or Saint Lucia?
- Saint Kitts and Nevis, at 100.0% against 100.0% in Saint Lucia as of 2015.
- What is the difference in percentage of teachers in pre-primary education who are female between Saint Kitts and Nevis and Saint Lucia?
- 0.0%, with Saint Kitts and Nevis ahead.
- How many years of comparable data are there for Saint Kitts and Nevis and Saint Lucia?
- 7 years are reported by both, from 1993 to 2014.
- How do Saint Kitts and Nevis and Saint Lucia rank globally for percentage of teachers in pre-primary education who are female?
- Saint Kitts and Nevis ranks 1st and Saint Lucia ranks 1st 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.