Trained teachers in preprimary education, male (% of male 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 Samoa 100.00 2014
1 Andorra 100.00 2014
1 Bahrain 100.00 2014
1 United Arab Emirates 100.00 2014
1 Mauritius 100.00 2014
1 Seychelles 100.00 2001
1 Morocco 100.00 2014
1 Djibouti 100.00 2009
1 Croatia 100.00 2003
1 Congo 100.00 2012
1 Kazakhstan 100.00 2014
1 Cambodia 100.00 2014
1 Cayman Islands 100.00 2012
1 Bhutan 100.00 2000
1 Uzbekistan 100.00 2011
1 Armenia 100.00 2011
1 Azerbaijan 100.00 2014
1 Oman 100.00 2014
19 Malaysia 98.90 2013
20 Lao PDR 93.83 2014
21 Lebanon 93.01 2013
22 Colombia 92.47 2014
23 Kenya 90.00 2014
24 South Africa 87.22 2002
25 Costa Rica 86.95 2014
26 Vietnam 85.29 2014
27 Mongolia 85.11 2012
28 Belarus 84.20 2014
29 Paraguay 83.76 2012
30 Côte d'Ivoire 83.55 2014
31 Mali 82.52 2011
32 Macao SAR, China 81.82 2014
33 Dominican Republic 79.01 2012
34 Zimbabwe 77.73 2012
35 Burkina Faso 75.65 2012
36 Serbia 75.45 2011
37 Brunei 75.00 2014
38 El Salvador 73.31 2011
39 The Gambia 72.82 2014
40 Ecuador 71.63 2013
41 Qatar 68.52 2011
42 Belize 66.67 2014
43 Guyana 60.00 2012
44 Solomon Islands 58.89 2014
45 Swaziland 56.41 2011
46 Myanmar 56.34 2010
47 Cameroon 54.56 2012
48 Botswana 54.55 2012
49 The Bahamas 50.00 2000
50 Chad 48.61 2013
51 Kyrgyz Republic 48.00 2011
52 Tanzania 44.17 2013
53 Angola 42.22 2011
54 Honduras 41.20 2013
55 Guinea 41.09 2008
56 Nepal 41.01 2014
57 Burundi 38.54 2014
58 Ghana 38.24 2014
59 Niger 37.55 2013
60 Eritrea 35.48 2013
61 Sierra Leone 34.36 2013
62 Togo 32.78 2013
63 Rwanda 32.71 2011
64 Bolivia 32.48 2003
65 Senegal 32.36 2014
66 Nicaragua 32.35 2010
67 Panama 27.97 2013
68 Guinea-Bissau 27.84 2010
69 Liberia 26.36 2006
70 Madagascar 25.37 2014
71 Barbados 25.00 2014
72 Benin 23.84 2014
73 Egypt 16.56 2013
74 Ethiopia 12.96 2011
75 São Tomé and Principe 11.76 2014
76 Namibia 11.73 1999
77 Dem. Rep. Congo 8.06 2014
78 Grenada 0.00 2003
78 Syrian Arab Republic 0.00 2013
78 Cuba 0.00 1999
78 Suriname 0.00 2014
78 Kuwait 0.00 2013
78 St. Vincent and the Grenadines 0.00 2013

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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