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 Bhutan 100.00 2018
1 Suriname 100.00 2018
1 Djibouti 100.00 2009
1 Lesotho 100.00 2015
1 Mauritania 100.00 2004
1 Kazakhstan 100.00 2014
1 Cambodia 100.00 2018
1 Oman 100.00 2018
1 Philippines 100.00 2017
1 Jordan 100.00 2018
1 Côte d'Ivoire 100.00 2018
1 Panama 100.00 2017
1 Saudi Arabia 100.00 2018
1 Tonga 100.00 2012
1 Morocco 100.00 2012
1 Bahrain 100.00 2018
1 Nauru 100.00 2016
1 Andorra 100.00 2018
1 Burundi 100.00 2018
1 Samoa 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
26 Macao SAR, China 99.46 2018
27 Vietnam 99.17 2018
28 Uzbekistan 98.76 2018
29 Myanmar 97.87 2017
30 Colombia 96.99 2014
31 Mongolia 96.90 2018
32 Malaysia 96.58 2018
33 Georgia 96.58 2003
34 Hong Kong SAR, China 96.49 2018
35 San Marino 95.35 2018
36 Niger 95.17 2017
37 El Salvador 93.82 2017
38 Belarus 92.93 2018
39 Bolivia 92.17 2017
40 Paraguay 91.94 2012
41 Congo 91.53 2012
42 Azerbaijan 91.28 2018
43 Tuvalu 91.25 2018
44 Moldova 90.70 2018
45 Lao PDR 90.14 2018
46 Costa Rica 90.04 2018
47 Equatorial Guinea 88.81 2015
48 Nepal 88.67 2017
49 Seychelles 86.31 2018
50 Albania 85.82 2018
51 Mexico 84.97 2016
52 Puerto Rico 84.06 2016
53 Croatia 83.84 2003
54 Dominican Republic 83.68 2017
55 Kenya 82.32 2014
56 Armenia 81.97 2017
57 Iran 79.33 2003
58 Monaco 78.00 2019
59 South Africa 77.92 2002
60 Cayman Islands 77.14 2012
61 Egypt 76.53 2016
62 The Bahamas 75.78 2016
63 Kuwait 75.43 2015
64 Ecuador 74.57 2007
65 Barbados 72.06 2018
66 Ethiopia 71.07 2008
67 St. Lucia 70.06 2014
68 Jamaica 69.61 2018
69 The Gambia 69.03 2017
70 Serbia 68.83 2012
71 Cameroon 67.34 2017
72 Guyana 65.17 2012
73 Antigua and Barbuda 64.72 2015
74 Togo 63.41 2018
75 Benin 63.01 2018
76 Brunei 61.51 2018
77 Uganda 60.01 2017
78 Mali 58.65 2011
79 Comoros 55.98 2017
80 Botswana 55.04 2013
81 Liberia 54.63 2017
82 Ghana 54.55 2018
83 Honduras 51.02 2013
84 Eswatini 50.80 2011
85 Tanzania 50.13 2016
86 Belize 46.76 2018
87 Kyrgyz Republic 46.16 2011
88 Vanuatu 45.99 2015
89 Rwanda 45.62 2018
90 Guinea 45.31 2008
91 Senegal 44.26 2018
92 Angola 44.01 2011
93 Burkina Faso 41.89 2018
94 Eritrea 39.78 2017
95 Grenada 37.46 2017
96 Sierra Leone 37.27 2017
97 Syrian Arab Republic 34.55 2013
98 Nicaragua 33.29 2010
99 Cabo Verde 29.62 2018
100 São Tomé and Principe 28.25 2015
101 Zimbabwe 27.18 2013
102 Guinea-Bissau 26.21 2010
103 Solomon Islands 24.90 2018
104 Chad 24.43 2016
105 Dem. Rep. Congo 20.64 2015
106 Trinidad and Tobago 20.36 2003
107 Dominica 18.92 2016
108 St. Vincent and the Grenadines 14.07 2013
109 Madagascar 10.16 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