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: 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 Andorra 100.00 2015
1 Burundi 100.00 2015
1 Samoa 100.00 2015
1 Bhutan 100.00 2016
1 Uzbekistan 100.00 2011
1 Côte d'Ivoire 100.00 2015
1 Jordan 100.00 2015
1 Kazakhstan 100.00 2016
1 Cambodia 100.00 2015
1 Djibouti 100.00 2009
1 Lesotho 100.00 2015
1 Mauritania 100.00 2014
1 Oman 100.00 2015
1 Cuba 100.00 2012
1 Morocco 100.00 2012
1 Saudi Arabia 100.00 2015
1 Tonga 100.00 2012
1 United Arab Emirates 100.00 2015
1 Iraq 100.00 2004
1 Mauritius 100.00 2015
1 Tajikistan 100.00 2016
1 Tunisia 100.00 2015
23 Ethiopia 99.94 2008
24 Malaysia 99.61 2015
25 Vietnam 98.70 2015
26 Macao SAR, China 98.01 2015
27 Colombia 97.18 2014
28 Georgia 96.58 2003
29 Bolivia 95.85 2015
30 El Salvador 94.97 2015
31 Mongolia 93.77 2012
32 Paraguay 92.98 2012
33 Lebanon 92.85 2013
34 Nepal 92.47 2016
35 Moldova 92.02 2012
36 Belarus 91.71 2015
37 Congo 91.42 2012
38 Niger 91.31 2012
39 Azerbaijan 91.14 2015
40 Equatorial Guinea 89.06 2015
41 Lao PDR 88.82 2015
42 Costa Rica 87.45 2015
43 Namibia 86.35 1999
44 Dominican Republic 85.44 2012
45 Nauru 84.21 2007
46 Croatia 83.79 2003
47 Burkina Faso 82.82 2015
48 Ecuador 82.04 2016
49 Seychelles 81.18 2015
50 Kenya 80.00 2015
51 Armenia 79.98 2015
52 Serbia 75.87 2011
53 Kuwait 75.62 2015
54 South Africa 75.57 2002
55 Jamaica 74.66 2015
56 Cayman Islands 74.60 2012
57 Tuvalu 74.58 2014
58 Egypt 74.37 2014
59 St. Lucia 70.06 2014
60 The Gambia 66.90 2015
61 Guyana 65.19 2012
62 Antigua and Barbuda 64.72 2015
63 Togo 62.77 2015
64 The Bahamas 59.76 2002
65 Solomon Islands 59.57 2014
66 Myanmar 58.61 2010
67 Brunei 57.70 2015
68 Mali 57.03 2011
69 Sierra Leone 56.29 2015
70 Botswana 55.02 2013
71 Cameroon 54.48 2015
72 Chad 53.16 2013
73 Bahrain 51.70 2015
74 Swaziland 50.69 2011
75 Guinea 50.26 2008
76 Panama 49.09 2012
77 Cabo Verde 48.52 2014
78 Rwanda 48.42 2015
79 Ghana 48.34 2016
80 Barbados 47.60 2011
81 Angola 46.66 2011
82 Kyrgyz Republic 46.15 2011
83 Vanuatu 45.97 2015
84 Eritrea 42.17 2015
85 Sudan 40.00 2012
86 Belize 39.69 2015
87 Liberia 39.54 2015
88 Syrian Arab Republic 35.34 2013
89 Grenada 35.29 2015
90 Nicaragua 33.33 2010
91 Honduras 30.95 2014
92 São Tomé and Principe 28.53 2015
93 Tanzania 27.85 2010
94 Zimbabwe 25.65 2013
95 Guinea-Bissau 25.47 2010
96 Senegal 23.95 2015
97 Benin 21.95 2012
98 Dem. Rep. Congo 21.03 2014
99 Trinidad and Tobago 20.36 2003
100 Dominica 20.00 2015
101 St. Vincent and the Grenadines 14.11 2013
102 Madagascar 13.10 2015
103 St. Kitts and Nevis 8.28 2014
104 Suriname 5.50 2015

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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: Each economy is classified based on the classification of World Bank Group's fiscal year 2017 (July 1, 2016-June 30, 2017).

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