Malaysia vs Niger: Percentage of qualified teachers in primary education, female

Malaysia
98.8%
in 2019
Niger
98.7%
in 2019
Malaysia rank
31st
Niger rank
32nd

Percentage of qualified teachers in primary education, female over time

  • Malaysia
  • Niger
020406080100201320162019

How they compare

Malaysia currently reports 98.8% against 98.7% in Niger, a difference of 0.1%.

The two have swapped places 1 time across 7 shared years of data; in 2013 it was Niger ahead.

Malaysia ranks 31st and Niger ranks 32nd of 52 countries.

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

Frequently asked questions

Which has higher percentage of qualified teachers in primary education, female, Malaysia or Niger?
Malaysia, at 98.8% against 98.7% in Niger as of 2019.
What is the difference in percentage of qualified teachers in primary education, female between Malaysia and Niger?
0.1%, with Malaysia ahead.
How many years of comparable data are there for Malaysia and Niger?
7 years are reported by both, from 2013 to 2019.
How do Malaysia and Niger rank globally for percentage of qualified teachers in primary education, female?
Malaysia ranks 31st and Niger ranks 32nd of 52 countries.
Where does this data come from?
UNESCO Institute for Statistics, published as Percentage of qualified teachers in primary education, female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.

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Malaysia vs Niger: Percentage of qualified teachers in primary education, female. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 06 September 2026, from https://reference.statizoid.com/compare/percentage-of-qualified-teachers-in-primary-education-female-percent/malaysia/niger/

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About this data

Indicator
Percentage of qualified teachers in primary education, female (%)
Unit
%
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
82 places, 522 data points, 2007–2020
Last refreshed

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/