IBRD only vs Nepal: Percentage of qualified teachers in pre-primary education, adjusted
Percentage of qualified teachers in pre-primary education, adjusted over time
- IBRD only
- Nepal
How they compare
Nepal currently reports 1.2% against 1.1% in IBRD only, a difference of 0.1%.
That makes Nepal's figure about 1.1 times IBRD only's.
Across all 5 years both countries report, Nepal has been ahead every year.
IBRD only ranks 9th and Nepal ranks 10th of 21 groups.
Nepal has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher percentage of qualified teachers in pre-primary education, adjusted, IBRD only or Nepal?
- Nepal, at 1.2% against 1.1% in IBRD only as of 2019.
- What is the difference in percentage of qualified teachers in pre-primary education, adjusted between IBRD only and Nepal?
- 0.1%, with Nepal ahead.
- How many years of comparable data are there for IBRD only and Nepal?
- 5 years are reported by both, from 2014 to 2019.
- How do IBRD only and Nepal rank globally for percentage of qualified teachers in pre-primary education, adjusted?
- IBRD only ranks 9th and Nepal ranks 10th of 21 groups.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of qualified teachers in pre-primary education, adjusted gender parity index (GPIA). Statizoid refreshes it automatically from the source and publishes the full history for both places.
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About this data
The Adjusted Gender Parity Index (GPIA) is calculated by dividing the female value for the indicator by the male value for the indicator. If the resulting value exceeds 1, the ratio is inverted and subtracted from 2. The adjusted gender parity index is symmetrical around 1 and lies in the range 0-2. An adjusted GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females. For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/