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: UNESCO Institute for Statistics (http://uis.unesco.org/)

See also: Thematic map, Time series comparison

Find indicator:
Rank Country Value Year
1 United Arab Emirates 100.00 2020
1 Iraq 100.00 2004
1 Mauritius 100.00 2021
1 Nauru 100.00 2016
1 Oman 100.00 2020
1 Philippines 100.00 2019
1 Qatar 100.00 2020
1 Singapore 100.00 2019
1 Tunisia 100.00 2016
1 Tajikistan 100.00 2016
1 Andorra 100.00 2020
1 Burundi 100.00 2018
1 Bahrain 100.00 2020
1 Bhutan 100.00 2020
1 Côte d'Ivoire 100.00 2020
1 Cayman Islands 100.00 2020
1 Djibouti 100.00 2009
1 Spain 100.00 2019
1 Jordan 100.00 2020
1 Kazakhstan 100.00 2014
1 Cambodia 100.00 2020
1 Lesotho 100.00 2015
1 Latvia 100.00 2019
1 Morocco 100.00 2012
1 Moldova 100.00 2020
1 Mauritania 100.00 2004
1 Panama 100.00 2017
1 Poland 100.00 2019
1 Saudi Arabia 100.00 2020
1 Suriname 100.00 2018
1 Samoa 100.00 2018
32 Uzbekistan 99.88 2020
33 Macao SAR, China 99.71 2020
34 Vietnam 99.68 2020
35 Kuwait 98.06 2020
36 Colombia 97.31 2019
37 Hong Kong SAR, China 97.10 2020
38 Malaysia 96.58 2018
39 Georgia 96.58 2003
40 Tuvalu 96.30 2020
41 Slovak Republic 96.10 2014
42 Mongolia 95.69 2019
43 El Salvador 95.08 2018
44 Lao PDR 94.11 2020
45 Kiribati 93.62 2020
46 Belarus 92.93 2018
47 Paraguay 91.94 2012
48 Congo 91.53 2012
49 Azerbaijan 91.19 2020
50 Ecuador 91.15 2020
51 Dominican Republic 90.06 2020
52 Costa Rica 90.02 2020
53 Equatorial Guinea 88.81 2015
54 Jamaica 88.55 2020
55 Sri Lanka 87.00 2018
56 Albania 85.82 2018
57 Mexico 85.14 2018
58 Puerto Rico 84.06 2016
59 Croatia 83.84 2003
60 Egypt 82.84 2019
61 Bolivia 82.57 2018
62 Malta 82.47 2019
63 Nepal 82.39 2020
64 Kenya 82.32 2014
65 The Bahamas 82.16 2017
66 Armenia 81.97 2017
67 Myanmar 81.40 2018
68 Monaco 81.03 2021
69 Iran 79.33 2003
70 Seychelles 78.70 2020
71 Antigua and Barbuda 78.46 2018
72 South Africa 77.92 2002
73 Namibia 77.09 1999
74 Trinidad and Tobago 75.52 2019
75 The Gambia 73.68 2020
76 Ethiopia 71.07 2008
77 Barbados 70.73 2020
78 Serbia 68.83 2012
79 Zimbabwe 67.69 2020
80 Cameroon 67.34 2017
81 Guyana 65.17 2012
82 Togo 64.39 2020
83 Ghana 63.09 2020
84 Uganda 60.01 2017
85 St. Lucia 60.00 2012
86 Vanuatu 59.97 2019
87 Mali 58.65 2011
88 Brunei 58.09 2020
89 Belize 57.77 2020
90 Comoros 55.98 2017
91 Liberia 54.63 2017
92 Botswana 54.19 2014
93 Benin 54.17 2020
94 Tonga 52.72 2020
95 Tanzania 52.09 2017
96 Sierra Leone 51.94 2020
97 Solomon Islands 51.20 2013
98 Honduras 51.02 2013
99 Eswatini 50.80 2011
100 Rwanda 49.52 2019
101 San Marino 48.80 2020
102 Burkina Faso 48.25 2020
103 Kyrgyz Republic 46.16 2011
104 Angola 44.01 2011
105 Madagascar 43.76 2019
106 Eritrea 41.61 2018
107 Gabon 39.86 2019
108 Grenada 38.46 2018
109 Senegal 37.36 2020
110 Niger 36.47 2018
111 Guinea 35.28 2020
112 Syrian Arab Republic 34.55 2013
113 Nicaragua 33.29 2010
114 Cabo Verde 30.09 2019
115 Dominica 27.89 2020
116 Guinea-Bissau 26.21 2010
117 Chad 24.43 2016
118 São Tomé and Principe 19.78 2016
119 St. Vincent and the Grenadines 14.07 2013
120 Dem. Rep. Congo 13.46 2018

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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.

Other Notes: Data retrieved via API in March 2019. For detailed information on the observation level (e.g. National Estimation, UIS Estimation, or Category not applicable), please visit UIS.Stat (http://data.uis.unesco.org/).

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