Percentage of teachers in pre-primary education who are female in Sub-Saharan Africa
Sub-Saharan Africa: Percentage of teachers in pre-primary education who are female was 80.9% in 2018. ▲ Rising
Percentage of teachers in pre-primary education who are female in Sub-Saharan Africa, 1995–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
In 2018, percentage of teachers in pre-primary education who are female in Sub-Saharan Africa stood at 80.9%.
Compared with earlier readings it is up 1.4% on the previous year and up 1.4% over ten years.
Over the whole period, percentage of teachers in pre-primary education who are female in Sub-Saharan Africa peaked at 82.6% in 2015 and was at its lowest, 73.1%, in 1998.
That places Sub-Saharan Africa 39th out of 45 groups with data for 2018, putting it in the bottom quarter.
The long-run direction has been consistently rising across the 24 years of available data.
Percentage of teachers in pre-primary education who are female in Sub-Saharan Africa, year by year
| Year | % | Change |
|---|---|---|
| 1995 | 75.9% | — |
| 1996 | 75.6% | -0.4% |
| 1997 | 74.4% | -1.5% |
| 1998 | 73.1% | -1.8% |
| 1999 | 73.4% | +0.5% |
| 2000 | 75.6% | +2.9% |
| 2001 | 77.3% | +2.3% |
| 2002 | 76.2% | -1.4% |
| 2003 | 77.9% | +2.2% |
| 2004 | 75.8% | -2.6% |
| 2005 | 76.1% | +0.3% |
| 2006 | 74.9% | -1.6% |
| 2007 | 78.7% | +5.0% |
| 2008 | 79.8% | +1.5% |
| 2009 | 79.1% | -0.9% |
| 2010 | 78.9% | -0.3% |
| 2011 | 77.9% | -1.3% |
| 2012 | 77.6% | -0.4% |
| 2013 | 77.4% | -0.2% |
| 2014 | 81.4% | +5.2% |
| 2015 | 82.6% | +1.5% |
| 2016 | 80.1% | -3.1% |
| 2017 | 79.8% | -0.4% |
| 2018 | 80.9% | +1.4% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 74.5% | 73.1% | 75.9% | 5 |
| 2000s | 77.1% | 74.9% | 79.8% | 10 |
| 2010s | 79.6% | 77.4% | 82.6% | 9 |
Countries ranked near Sub-Saharan Africa
More education data for Sub-Saharan Africa
- Primary education, teachers, gaps filled 5.14 million (2024)
- Primary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Secondary education, pupils, gaps filled 81.43 million (2024)
- Primary education, pupils, gaps filled 196.80 million (2024)
- Population ages 0-14 40.4% (2025)
- Primary education, pupils, annual growth rate 0.9738 % change on previous year (2024)
- Primary education, pupils, per unit of GDP 0.0001 units per US$ of GDP (2024)
- Secondary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Population ages 15-64 56.4% (2025)
- Primary education, pupils, per capita 0.1526 units per person (2024)
Frequently asked questions
- What is percentage of teachers in pre-primary education who are female in Sub-Saharan Africa?
- Percentage of teachers in pre-primary education who are female in Sub-Saharan Africa was 80.9% in 2018, according to UNESCO Institute for Statistics.
- What is the highest percentage of teachers in pre-primary education who are female recorded in Sub-Saharan Africa?
- The highest recorded value was 82.6% in 2015.
- What is the lowest percentage of teachers in pre-primary education who are female recorded in Sub-Saharan Africa?
- The lowest recorded value was 73.1% in 1998.
- How does Sub-Saharan Africa rank for percentage of teachers in pre-primary education who are female?
- Sub-Saharan Africa ranks 39th out of 45 groups with data for 2018.
- Is percentage of teachers in pre-primary education who are female rising or falling in Sub-Saharan Africa?
- Over the last ten years it is up 1.4%. The long-run trend across the full record is rising.
- Where does this Sub-Saharan Africa 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.