Percentage of teachers in pre-primary education who are female in Mongolia
Mongolia: Percentage of teachers in pre-primary education who are female was 97.4% in 2018. ▬ Flat
Percentage of teachers in pre-primary education who are female in Mongolia, 1972–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
In 2018, percentage of teachers in pre-primary education who are female in Mongolia stood at 97.4%.
The figure is down 0.4% on the previous year and down 1.4% over ten years.
Over the whole period, percentage of teachers in pre-primary education who are female in Mongolia peaked at 100.0% in 1972 and was at its lowest, 93.4%, in 1998.
Mongolia ranks 88th of 178 countries on this measure, in the middle of the range.
Percentage of teachers in pre-primary education who are female in Mongolia, year by year
| Year | % | Change |
|---|---|---|
| 1972 | 100.0% | — |
| 1973 | 100.0% | +0.0% |
| 1975 | 100.0% | +0.0% |
| 1980 | 100.0% | +0.0% |
| 1981 | 100.0% | +0.0% |
| 1983 | 100.0% | +0.0% |
| 1986 | 99.9% | -0.1% |
| 1994 | 99.5% | -0.4% |
| 1995 | 99.7% | +0.2% |
| 1996 | 99.5% | -0.2% |
| 1997 | 99.7% | +0.2% |
| 1998 | 93.4% | -6.3% |
| 1999 | 99.7% | +6.8% |
| 2000 | 99.2% | -0.5% |
| 2001 | 99.4% | +0.1% |
| 2002 | 99.0% | -0.4% |
| 2003 | 98.7% | -0.2% |
| 2004 | 95.7% | -3.1% |
| 2005 | 94.8% | -0.9% |
| 2006 | 98.6% | +4.1% |
| 2007 | 99.8% | +1.2% |
| 2008 | 98.7% | -1.0% |
| 2009 | 98.4% | -0.4% |
| 2010 | 98.4% | +0.0% |
| 2011 | 98.2% | -0.2% |
| 2012 | 98.1% | -0.2% |
| 2016 | 97.8% | -0.2% |
| 2017 | 97.8% | -0.0% |
| 2018 | 97.4% | -0.4% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1970s | 100.0% | 100.0% | 100.0% | 3 |
| 1980s | 100.0% | 99.9% | 100.0% | 4 |
| 1990s | 98.6% | 93.4% | 99.7% | 6 |
| 2000s | 98.2% | 94.8% | 99.8% | 10 |
| 2010s | 98.0% | 97.4% | 98.4% | 6 |
Countries ranked near Mongolia
More education data for Mongolia
- Teachers in secondary education, both sexes (number), gaps filled 25,798 (2024)
- Repeaters in primary education, all grades, both sexes (number), gaps 9 (2024)
- Enrolment in pre-primary education, male (number), gaps filled 135,342 (2024)
- Enrolment in pre-primary education, female (number), gaps filled 129,476 (2024)
- Secondary education, pupils, gaps filled 412,877 (2023)
- Primary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Primary education, pupils, gaps filled 379,647 (2024)
- Primary education, pupils, annual growth rate -0.5431 % change on previous year (2024)
- Primary education, pupils, per unit of GDP 0 units per US$ of GDP (2024)
- Primary education, pupils, per capita 0.1077 units per person (2024)
Frequently asked questions
- What is percentage of teachers in pre-primary education who are female in Mongolia?
- Percentage of teachers in pre-primary education who are female in Mongolia was 97.4% in 2018, according to UNESCO Institute for Statistics.
- What is the highest percentage of teachers in pre-primary education who are female recorded in Mongolia?
- The highest recorded value was 100.0% in 1972.
- What is the lowest percentage of teachers in pre-primary education who are female recorded in Mongolia?
- The lowest recorded value was 93.4% in 1998.
- How does Mongolia rank for percentage of teachers in pre-primary education who are female?
- Mongolia ranks 88th out of 178 countries with data for 2018.
- Is percentage of teachers in pre-primary education who are female rising or falling in Mongolia?
- Over the last ten years it is down 1.4%. The long-run trend across the full record is flat.
- Where does this Mongolia data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Percentage of teachers in pre-primary education who are female (%). Statizoid updates them automatically from the source API.
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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.