Trained teachers in preprimary education (% of total teachers) - Country Ranking - Africa

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 Burundi 100.00 2015
1 Côte d'Ivoire 100.00 2015
1 Djibouti 100.00 2009
1 Lesotho 100.00 2015
1 Morocco 100.00 2012
1 Mauritania 100.00 2014
1 Mauritius 100.00 2015
1 Tunisia 100.00 2015
9 Congo 91.53 2012
10 Niger 90.07 2012
11 Equatorial Guinea 88.81 2015
12 Kenya 81.96 2015
13 Seychelles 81.18 2015
14 South Africa 77.92 2002
15 Namibia 77.09 1999
16 Egypt 73.19 2014
17 Burkina Faso 72.32 2015
18 Ethiopia 71.07 2008
19 The Gambia 69.72 2015
20 Togo 62.87 2015
21 Mali 58.65 2011
22 Botswana 55.04 2013
23 Cameroon 54.25 2015
24 Sierra Leone 54.06 2015
25 Chad 52.28 2013
26 Swaziland 50.80 2011
27 Rwanda 48.96 2015
28 Cabo Verde 48.52 2014
29 Ghana 47.82 2016
30 Guinea 45.31 2008
31 Angola 44.01 2011
32 Eritrea 41.83 2015
33 Sudan 40.00 2012
34 Liberia 34.54 2015
35 São Tomé and Principe 28.25 2015
36 Benin 27.91 2012
37 Zimbabwe 27.18 2013
38 Guinea-Bissau 26.21 2010
39 Senegal 26.10 2015
40 Dem. Rep. Congo 20.33 2014
41 Tanzania 18.11 2010
42 Madagascar 13.29 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