Trained teachers in preprimary education (% of total 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 Oman 100.00 2014
1 Uzbekistan 100.00 2011
1 Andorra 100.00 2014
1 Samoa 100.00 2014
1 Vanuatu 100.00 2007
1 Cuba 100.00 2012
1 Morocco 100.00 2014
1 Saudi Arabia 100.00 2014
1 Tonga 100.00 2012
1 Kazakhstan 100.00 2014
1 Cambodia 100.00 2014
1 Djibouti 100.00 2009
1 Mauritania 100.00 2004
1 United Arab Emirates 100.00 2014
1 Iraq 100.00 2004
1 Mauritius 100.00 2014
17 Malaysia 99.11 2013
18 Vietnam 97.75 2014
19 Lao PDR 97.51 2014
20 Colombia 96.99 2014
21 Georgia 96.58 2003
22 Bhutan 93.75 2000
23 Mongolia 93.60 2012
24 Lebanon 92.85 2013
25 El Salvador 92.42 2011
26 Belarus 92.11 2014
27 Macao SAR, China 92.10 2014
28 Moldova 92.02 2012
29 Paraguay 91.94 2012
30 Congo 91.53 2012
31 Tajikistan 90.29 2013
32 Côte d'Ivoire 88.80 2014
33 Nepal 86.87 2014
34 Costa Rica 86.83 2014
35 Azerbaijan 85.15 2014
36 Dominican Republic 85.03 2012
37 Croatia 83.84 2003
38 Kenya 82.32 2014
39 Mexico 82.22 2010
40 Ecuador 81.00 2013
41 Armenia 79.68 2012
42 Iran 79.33 2003
43 Bolivia 78.57 2003
44 South Africa 77.92 2002
45 Cayman Islands 77.14 2012
46 Namibia 77.09 1999
47 Dominica 74.81 2003
48 Tuvalu 74.58 2014
49 Kuwait 73.20 2013
50 Egypt 72.59 2013
51 Burundi 72.20 2014
52 Antigua and Barbuda 70.97 2012
53 St. Lucia 70.06 2014
54 The Gambia 69.53 2014
55 Serbia 68.83 2012
56 Hong Kong SAR, China 68.20 1998
57 Guyana 65.17 2012
58 Brunei 64.38 2014
59 The Bahamas 59.76 2002
60 Solomon Islands 59.48 2014
61 Mali 58.65 2011
62 Cameroon 57.12 2012
63 Barbados 55.75 2014
64 Botswana 54.63 2012
65 Chad 52.28 2013
66 Honduras 51.02 2013
67 Swaziland 50.80 2011
68 Syrian Arab Republic 50.56 2014
69 Eritrea 50.36 2013
70 Bahrain 49.72 2014
71 Cabo Verde 48.52 2014
72 Myanmar 48.43 2014
73 Kyrgyz Republic 46.16 2011
74 Guinea 45.31 2008
75 Sierra Leone 44.59 2013
76 Angola 44.01 2011
77 Ghana 41.16 2014
78 Grenada 40.37 2013
79 Tanzania 39.27 2013
80 Rwanda 37.88 2011
81 Ethiopia 37.11 2011
82 Togo 36.88 2013
83 Nicaragua 33.29 2010
84 Seychelles 31.53 2014
85 Belize 30.31 2014
86 Albania 29.36 2014
87 Liberia 29.04 2006
88 Qatar 28.70 2011
89 Zimbabwe 28.31 2012
90 Guinea-Bissau 26.21 2010
91 Senegal 25.75 2014
92 Panama 21.46 2013
93 Trinidad and Tobago 20.36 2003
94 Dem. Rep. Congo 20.33 2014
95 Niger 19.95 2013
96 Burkina Faso 19.59 2012
97 São Tomé and Principe 18.84 2014
98 Madagascar 16.10 2014
99 St. Vincent and the Grenadines 14.07 2013
100 Benin 13.82 2014
101 St. Kitts and Nevis 8.28 2014
102 Suriname 7.17 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