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

See also: Thematic map, Time series comparison

Find indicator:
Rank Country Value Year
1 Lesotho 100.00 2015
1 Mauritania 100.00 2004
1 Djibouti 100.00 2009
1 Suriname 100.00 2018
1 Nauru 100.00 2016
1 Côte d'Ivoire 100.00 2018
1 Jordan 100.00 2018
1 Bahrain 100.00 2018
1 Oman 100.00 2018
1 Philippines 100.00 2017
1 Morocco 100.00 2012
1 Panama 100.00 2017
1 Saudi Arabia 100.00 2018
1 Tonga 100.00 2012
1 Kazakhstan 100.00 2014
1 Cambodia 100.00 2018
1 United Arab Emirates 100.00 2016
1 Iraq 100.00 2004
1 Mauritius 100.00 2018
1 Tajikistan 100.00 2016
1 Tunisia 100.00 2016
1 Andorra 100.00 2018
1 Burundi 100.00 2018
1 Samoa 100.00 2018
1 Bhutan 100.00 2018
26 Ethiopia 99.94 2008
27 Macao SAR, China 99.45 2018
28 Vietnam 99.17 2018
29 Uzbekistan 98.76 2018
30 Myanmar 97.80 2017
31 San Marino 97.60 2018
32 Colombia 97.18 2014
33 Mongolia 96.92 2018
34 Hong Kong SAR, China 96.81 2018
35 Georgia 96.58 2003
36 Malaysia 96.54 2018
37 Niger 96.40 2017
38 Bolivia 95.91 2017
39 El Salvador 95.06 2017
40 Belarus 92.99 2018
41 Nepal 92.99 2017
42 Paraguay 92.98 2012
43 Congo 91.42 2012
44 Azerbaijan 91.28 2018
45 Tuvalu 91.25 2018
46 Moldova 91.05 2018
47 Lao PDR 90.09 2018
48 Costa Rica 90.02 2018
49 Equatorial Guinea 89.06 2015
50 Mexico 86.49 2016
51 Seychelles 86.31 2018
52 Albania 85.82 2018
53 Puerto Rico 84.03 2016
54 Croatia 83.79 2003
55 Dominican Republic 83.72 2017
56 Armenia 81.94 2017
57 Kenya 80.00 2014
58 Egypt 77.16 2016
59 Monaco 76.60 2019
60 Ecuador 76.43 2007
61 Serbia 75.87 2011
62 The Bahamas 75.78 2016
63 Kuwait 75.62 2015
64 South Africa 75.57 2002
65 Cayman Islands 74.60 2012
66 Barbados 73.46 2018
67 St. Lucia 70.06 2014
68 Cameroon 67.91 2017
69 Jamaica 67.70 2018
70 The Gambia 66.15 2017
71 Guyana 65.19 2012
72 Antigua and Barbuda 64.72 2015
73 Uganda 63.97 2017
74 Togo 63.42 2018
75 Brunei 60.49 2018
76 Benin 58.72 2018
77 Mali 57.03 2011
78 Liberia 56.68 2017
79 Sierra Leone 56.29 2015
80 Ghana 55.20 2018
81 Botswana 55.02 2013
82 Tanzania 54.78 2016
83 Honduras 51.85 2013
84 Eswatini 50.69 2011
85 Guinea 50.26 2008
86 Belize 46.82 2018
87 Angola 46.66 2011
88 Kyrgyz Republic 46.15 2011
89 Vanuatu 45.97 2015
90 Rwanda 45.74 2018
91 Senegal 40.54 2018
92 Eritrea 39.65 2017
93 Burkina Faso 38.47 2018
94 Grenada 37.46 2017
95 Syrian Arab Republic 35.34 2013
96 Nicaragua 33.33 2010
97 Cabo Verde 29.62 2018
98 São Tomé and Principe 28.53 2015
99 Chad 27.10 2016
100 Zimbabwe 25.65 2013
101 Guinea-Bissau 25.47 2010
102 Solomon Islands 23.03 2018
103 Dem. Rep. Congo 21.57 2015
104 Trinidad and Tobago 20.36 2003
105 Dominica 18.92 2016
106 St. Vincent and the Grenadines 14.11 2013
107 Madagascar 11.65 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