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 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 Tunisia 100.00 2016
1 Tajikistan 100.00 2016
1 Andorra 100.00 2020
1 Bahrain 100.00 2020
1 Burundi 100.00 2018
1 Bhutan 100.00 2020
1 Côte d'Ivoire 100.00 2020
1 Spain 100.00 2019
1 Jordan 100.00 2020
1 Kazakhstan 100.00 2014
1 Cambodia 100.00 2020
1 Cayman Islands 100.00 2020
1 Djibouti 100.00 2009
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 Uzbekistan 100.00 2020
1 Samoa 100.00 2018
32 Ethiopia 99.94 2008
33 Macao SAR, China 99.71 2020
34 Vietnam 99.68 2020
35 Kuwait 98.06 2020
36 Hong Kong SAR, China 97.50 2020
37 Colombia 97.43 2019
38 Georgia 96.58 2003
39 Malaysia 96.54 2018
40 Tuvalu 96.30 2020
41 Mongolia 96.07 2019
42 El Salvador 95.72 2018
43 Lao PDR 94.17 2020
44 Kiribati 93.59 2020
45 Belarus 92.99 2018
46 Paraguay 92.98 2012
47 Ecuador 91.60 2020
48 Congo 91.42 2012
49 Azerbaijan 91.19 2020
50 Dominican Republic 90.09 2020
51 Costa Rica 90.00 2020
52 Equatorial Guinea 89.06 2015
53 Nepal 87.32 2020
54 Jamaica 87.30 2020
55 Sri Lanka 87.00 2018
56 Mexico 86.41 2018
57 Namibia 86.35 1999
58 Albania 85.82 2018
59 Puerto Rico 84.03 2016
60 Croatia 83.79 2003
61 Egypt 82.88 2019
62 The Bahamas 82.78 2017
63 Bolivia 82.36 2018
64 Armenia 81.94 2017
65 Myanmar 81.34 2018
66 Kenya 80.00 2014
67 Monaco 78.85 2021
68 Seychelles 78.57 2020
69 Antigua and Barbuda 78.46 2018
70 Serbia 75.87 2011
71 Trinidad and Tobago 75.77 2019
72 South Africa 75.57 2002
73 The Gambia 73.53 2020
74 Barbados 71.95 2020
75 Cameroon 67.91 2017
76 Zimbabwe 65.70 2020
77 Guyana 65.19 2012
78 Togo 63.99 2020
79 Uganda 63.97 2017
80 Ghana 63.43 2020
81 Vanuatu 60.44 2019
82 St. Lucia 60.00 2012
83 Belize 58.13 2020
84 Tanzania 57.26 2017
85 Mali 57.03 2011
86 Brunei 56.78 2020
87 Liberia 56.68 2017
88 Botswana 54.26 2014
89 Tonga 52.72 2020
90 Sierra Leone 52.58 2019
91 Honduras 51.85 2013
92 Solomon Islands 51.39 2013
93 Eswatini 50.69 2011
94 Benin 49.82 2020
95 San Marino 49.59 2020
96 Rwanda 49.06 2019
97 Angola 46.66 2011
98 Madagascar 46.62 2019
99 Kyrgyz Republic 46.15 2011
100 Burkina Faso 45.63 2020
101 Eritrea 41.35 2018
102 Grenada 38.46 2018
103 Gabon 38.10 2019
104 Guinea 37.80 2020
105 Niger 37.34 2018
106 Syrian Arab Republic 35.34 2013
107 Senegal 34.48 2020
108 Nicaragua 33.33 2010
109 Cabo Verde 30.09 2019
110 São Tomé and Principe 28.53 2015
111 Dominica 27.89 2020
112 Chad 27.10 2016
113 Guinea-Bissau 25.47 2010
114 St. Vincent and the Grenadines 14.11 2013
115 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