Chad vs Saint Lucia: Teachers in pre-primary education, female

Chad
586 number
in 2019
Saint Lucia
576 number
in 2016
Chad rank
149th
Saint Lucia rank
150th

Teachers in pre-primary education, female over time

  • Chad
  • Saint Lucia
0200400600197219952019

How they compare

Chad currently reports 586 number against 576 number in Saint Lucia, a difference of 10 number.

The two have swapped places 1 time across 5 shared years of data; in 2010 it was Chad ahead.

Chad ranks 149th and Saint Lucia ranks 150th of 179 countries.

Chad has averaged higher in every one of the 1 decades both report.

Frequently asked questions

Which has higher teachers in pre-primary education, female, Chad or Saint Lucia?
Chad, at 586 number against 576 number in Saint Lucia as of 2019.
What is the difference in teachers in pre-primary education, female between Chad and Saint Lucia?
10 number, with Chad ahead.
How many years of comparable data are there for Chad and Saint Lucia?
5 years are reported by both, from 2010 to 2016.
How do Chad and Saint Lucia rank globally for teachers in pre-primary education, female?
Chad ranks 149th and Saint Lucia ranks 150th of 179 countries.
Where does this data come from?
UNESCO Institute for Statistics, published as Teachers in pre-primary education, female (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.

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Chad vs Saint Lucia: Teachers in pre-primary education, female. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 29 August 2026, from https://education.statizoid.com/compare/teachers-in-pre-primary-education-female-number/chad/st-lucia/

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About this data

Indicator
Teachers in pre-primary education, female (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
224 places, 5,584 data points, 1970–2020
Last refreshed

Total number of female teachers in public and private pre-primary education institutions. 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.