Trained teachers in preprimary education, female (% of female teachers) - Country Ranking

Definition: Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.

Source: United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.

See also: Thematic map, Time series comparison

Find indicator:
Rank Country Value Year
1 Andorra 100.00 2014
1 Djibouti 100.00 2009
1 Mauritania 100.00 2004
1 Uzbekistan 100.00 2011
1 United Arab Emirates 100.00 2014
1 Iraq 100.00 2004
1 Mauritius 100.00 2014
1 Kazakhstan 100.00 2014
1 Cambodia 100.00 2014
1 Samoa 100.00 2014
1 Cuba 100.00 2012
1 Morocco 100.00 2014
1 Saudi Arabia 100.00 2014
1 Tonga 100.00 2012
1 Oman 100.00 2014
16 Malaysia 99.13 2013
17 Vietnam 97.91 2014
18 Lao PDR 97.58 2014
19 Colombia 97.18 2014
20 Georgia 96.58 2003
21 El Salvador 94.69 2011
22 Mongolia 93.77 2012
23 Paraguay 92.98 2012
24 Lebanon 92.85 2013
25 Macao SAR, China 92.23 2014
26 Belarus 92.20 2014
27 Moldova 92.02 2012
28 Nepal 91.54 2014
29 Congo 91.42 2012
30 Tajikistan 90.29 2013
31 Côte d'Ivoire 89.02 2014
32 Bhutan 87.50 2000
33 Costa Rica 86.82 2014
34 Namibia 86.35 1999
35 Dominican Republic 85.44 2012
36 Azerbaijan 85.12 2014
37 Croatia 83.79 2003
38 Ecuador 83.15 2013
39 Bolivia 82.49 2003
40 Kenya 80.00 2014
41 Armenia 78.78 2011
42 Burundi 78.54 2014
43 Serbia 75.87 2011
44 South Africa 75.57 2002
45 Dominica 74.81 2003
46 Cayman Islands 74.60 2012
47 Tuvalu 74.58 2014
48 Egypt 73.72 2013
49 Kuwait 73.36 2013
50 Antigua and Barbuda 70.97 2012
51 St. Lucia 70.06 2014
52 The Gambia 66.22 2014
53 Guyana 65.19 2012
54 Brunei 63.93 2014
55 The Bahamas 59.76 2002
56 Solomon Islands 59.57 2014
57 Myanmar 58.61 2010
58 Barbados 57.62 2014
59 Cameroon 57.20 2012
60 Mali 57.03 2011
61 Botswana 54.64 2012
62 Chad 53.16 2013
63 Eritrea 50.71 2013
64 Swaziland 50.69 2011
65 Guinea 50.26 2008
66 Bahrain 49.70 2014
67 Cabo Verde 48.52 2014
68 Ethiopia 47.49 2011
69 Sierra Leone 46.86 2013
70 Angola 46.66 2011
71 Kyrgyz Republic 46.15 2011
72 Ghana 41.76 2014
73 Grenada 40.37 2013
74 Rwanda 39.17 2011
75 Togo 37.24 2013
76 Tanzania 37.15 2013
77 Syrian Arab Republic 35.34 2013
78 Nicaragua 33.33 2010
79 Liberia 32.47 2006
80 Seychelles 31.53 2014
81 Honduras 30.95 2014
82 Belize 29.82 2014
83 Albania 29.36 2014
84 Qatar 27.60 2011
85 Guinea-Bissau 25.47 2010
86 Zimbabwe 24.78 2012
87 Senegal 23.59 2014
88 Panama 21.11 2013
89 Dem. Rep. Congo 21.03 2014
90 Trinidad and Tobago 20.36 2003
91 São Tomé and Principe 19.40 2014
92 Niger 17.71 2013
93 Madagascar 14.99 2014
94 St. Vincent and the Grenadines 14.11 2013
95 Benin 10.14 2014
96 Burkina Faso 8.32 2012
97 St. Kitts and Nevis 8.28 2014
98 Suriname 7.20 2014

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Development Relevance: Trained teachers refer to teaching force with the necessary pedagogical skills to teach and use teaching materials in an effective manner. The share of trained teachers reveals a country's commitment to investing in the development of its human capital engaged in teaching. Teachers are important resource, especially for children who are the first-generation of receiving education in their families and heavily rely on teachers in acquiring basic literacy skills. However, rapid increase in enrollments may cause the shortage of trained teachers. Education finance is a key for appropriate teacher allocations, since teacher salaries account for a large share of education budgets. The shortage of trained teacher may result in low qualified teachers in more disadvantaged area.

Limitations and Exceptions: This indicator does not take into account differences in teachers' experiences and status, teaching methods, teaching materials, and classroom conditions - all factors that affect the quality of teaching and learning. Some teachers without formal training may have acquired equivalent pedagogical skills through professional experience. In addition, national standards regarding teacher qualifications and pedagogical skills may vary.

Statistical Concept and Methodology: Share of trained teachers is calculated by dividing the number of trained teachers of the specified level of education by total number of teachers at the same level of education, and multiplying by 100. Data on education are collected by the UNESCO Institute for Statistics from official responses to its annual education survey. All the data are mapped to the International Standard Classification of Education (ISCED) to ensure the comparability of education programs at the international level. The current version was formally adopted by UNESCO Member States in 2011. The reference years reflect the school year for which the data are presented. In some countries the school year spans two calendar years (for example, from September 2010 to June 2011); in these cases the reference year refers to the year in which the school year ended (2011 in the example).

Aggregation method: Weighted average

Periodicity: Annual