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 Bhutan 100.00 2016
1 Uzbekistan 100.00 2011
1 Côte d'Ivoire 100.00 2015
1 Jordan 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 Andorra 100.00 2015
1 Burundi 100.00 2015
1 Samoa 100.00 2015
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
1 Oman 100.00 2015
1 Djibouti 100.00 2009
1 Lesotho 100.00 2015
1 Mauritania 100.00 2014
1 Kazakhstan 100.00 2016
1 Cambodia 100.00 2015
23 Malaysia 99.62 2015
24 Vietnam 98.68 2015
25 Macao SAR, China 98.03 2015
26 Colombia 96.99 2014
27 Georgia 96.58 2003
28 El Salvador 93.74 2015
29 Mongolia 93.60 2012
30 Lebanon 92.85 2013
31 Bolivia 92.08 2015
32 Moldova 92.02 2012
33 Paraguay 91.94 2012
34 Belarus 91.67 2015
35 Congo 91.53 2012
36 Azerbaijan 91.16 2015
37 Niger 90.07 2012
38 Lao PDR 88.91 2015
39 Equatorial Guinea 88.81 2015
40 Nepal 88.45 2016
41 Costa Rica 87.49 2015
42 Dominican Republic 85.03 2012
43 Croatia 83.84 2003
44 Mexico 82.22 2010
45 Nauru 82.05 2007
46 Kenya 81.96 2015
47 Ecuador 81.50 2016
48 Seychelles 81.18 2015
49 Armenia 80.01 2015
50 Iran 79.33 2003
51 South Africa 77.92 2002
52 Cayman Islands 77.14 2012
53 Namibia 77.09 1999
54 Jamaica 75.50 2015
55 Kuwait 75.43 2015
56 Tuvalu 74.58 2014
57 Egypt 73.19 2014
58 Burkina Faso 72.32 2015
59 Ethiopia 71.07 2008
60 St. Lucia 70.06 2014
61 The Gambia 69.72 2015
62 Serbia 68.83 2012
63 Guyana 65.17 2012
64 Antigua and Barbuda 64.72 2015
65 Togo 62.87 2015
66 The Bahamas 59.76 2002
67 Solomon Islands 59.48 2014
68 Brunei 58.92 2015
69 Mali 58.65 2011
70 Botswana 55.04 2013
71 Cameroon 54.25 2015
72 Sierra Leone 54.06 2015
73 Chad 52.28 2013
74 Bahrain 51.76 2015
75 Honduras 51.02 2013
76 Swaziland 50.80 2011
77 Rwanda 48.96 2015
78 Cabo Verde 48.52 2014
79 Myanmar 48.43 2014
80 Ghana 47.82 2016
81 Panama 46.95 2012
82 Barbados 46.55 2011
83 Kyrgyz Republic 46.16 2011
84 Vanuatu 45.99 2015
85 Guinea 45.31 2008
86 Angola 44.01 2011
87 Eritrea 41.83 2015
88 Belize 40.44 2015
89 Sudan 40.00 2012
90 Grenada 35.29 2015
91 Syrian Arab Republic 34.55 2013
92 Liberia 34.54 2015
93 Nicaragua 33.29 2010
94 São Tomé and Principe 28.25 2015
95 Benin 27.91 2012
96 Zimbabwe 27.18 2013
97 Guinea-Bissau 26.21 2010
98 Senegal 26.10 2015
99 Trinidad and Tobago 20.36 2003
100 Dem. Rep. Congo 20.33 2014
101 Dominica 20.00 2015
102 Tanzania 18.11 2010
103 St. Vincent and the Grenadines 14.07 2013
104 Madagascar 13.29 2015
105 St. Kitts and Nevis 8.28 2014
106 Suriname 5.59 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