Dominican Republic vs Heavily indebted poor countries (HIPC): Percentage of qualified teachers in pre-primary education, female
Percentage of qualified teachers in pre-primary education, female over time
- Dominican Republic
- Heavily indebted poor countries (HIPC)
How they compare
Dominican Republic currently reports 90.0% against 66.2% in Heavily indebted poor countries (HIPC), a difference of 23.8%.
That makes Dominican Republic's figure about 1.4 times Heavily indebted poor countries (HIPC)'s.
Across all 6 years both countries report, Dominican Republic has been ahead every year.
Dominican Republic ranks 24th and Heavily indebted poor countries (HIPC) ranks 21st of 34 countries.
Dominican Republic 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, female, Dominican Republic or Heavily indebted poor countries (HIPC)?
- Dominican Republic, at 90.0% against 66.2% in Heavily indebted poor countries (HIPC) as of 2018.
- What is the difference in percentage of qualified teachers in pre-primary education, female between Dominican Republic and Heavily indebted poor countries (HIPC)?
- 23.8%, with Dominican Republic ahead.
- How many years of comparable data are there for Dominican Republic and Heavily indebted poor countries (HIPC)?
- 6 years are reported by both, from 2013 to 2018.
- How do Dominican Republic and Heavily indebted poor countries (HIPC) rank globally for percentage of qualified teachers in pre-primary education, female?
- Dominican Republic ranks 24th and Heavily indebted poor countries (HIPC) ranks 21st of 34 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of qualified teachers in pre-primary education, female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/