Trained teachers in preprimary education, male (% of male 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 Armenia 100.00 2017
1 Azerbaijan 100.00 2018
1 Croatia 100.00 2003
1 Jamaica 100.00 2020
1 Kiribati 100.00 2020
1 Kuwait 100.00 2020
1 Macao SAR, China 100.00 2020
1 Mauritius 100.00 2021
1 Oman 100.00 2020
1 Philippines 100.00 2019
1 Qatar 100.00 2018
1 Seychelles 100.00 2020
1 Tajikistan 100.00 2016
1 Tunisia 100.00 2016
1 Andorra 100.00 2020
1 Burundi 100.00 2018
1 Bahrain 100.00 2020
1 Bhutan 100.00 2020
1 Côte d'Ivoire 100.00 2020
1 Congo 100.00 2012
1 Cayman Islands 100.00 2020
1 Djibouti 100.00 2009
1 Spain 100.00 2019
1 Jordan 100.00 2013
1 Kazakhstan 100.00 2014
1 Cambodia 100.00 2020
1 Lesotho 100.00 2015
1 Latvia 100.00 2019
1 Morocco 100.00 2012
1 Monaco 100.00 2021
1 Moldova 100.00 2020
1 Panama 100.00 2017
1 Poland 100.00 2019
1 Suriname 100.00 2018
1 Samoa 100.00 2018
37 Vietnam 99.21 2020
38 Malaysia 97.96 2018
39 Uzbekistan 96.73 2020
40 Myanmar 95.24 2018
41 Colombia 93.98 2019
42 Costa Rica 90.22 2020
43 Kenya 90.00 2014
44 Dominican Republic 89.46 2020
45 Lao PDR 88.62 2020
46 South Africa 87.22 2002
47 Bolivia 86.86 2018
48 Belarus 86.70 2018
49 Equatorial Guinea 86.46 2015
50 Puerto Rico 84.40 2016
51 Paraguay 83.76 2012
52 Mongolia 83.33 2019
53 Zimbabwe 82.87 2020
54 Mali 82.52 2011
55 Sri Lanka 82.35 2018
56 Brunei 82.05 2020
57 Ecuador 81.92 2020
58 Hong Kong SAR, China 81.62 2020
59 El Salvador 79.44 2018
60 Serbia 75.45 2011
61 The Gambia 73.93 2020
62 Egypt 73.79 2019
63 Togo 68.93 2020
64 Gabon 67.07 2019
65 Benin 66.00 2020
66 Burkina Faso 65.89 2020
67 Ghana 61.36 2020
68 Guyana 60.00 2012
69 Mexico 58.43 2018
70 Eswatini 56.41 2011
71 Rwanda 52.03 2019
72 Liberia 51.26 2017
73 Botswana 50.88 2014
74 The Bahamas 50.00 2017
74 Solomon Islands 50.00 2013
76 Nepal 48.79 2020
77 Vanuatu 48.00 2019
77 Kyrgyz Republic 48.00 2011
79 Eritrea 47.69 2018
80 Cameroon 47.11 2017
81 Senegal 46.76 2020
82 Sierra Leone 44.91 2019
83 Barbados 43.75 2020
84 Angola 42.22 2011
85 Honduras 41.20 2013
86 Trinidad and Tobago 41.18 2019
87 Tanzania 37.77 2017
88 Uganda 34.95 2017
89 Belize 33.33 2020
90 Madagascar 32.99 2019
91 Nicaragua 32.35 2010
92 Guinea 27.85 2020
93 Guinea-Bissau 27.84 2010
94 Niger 25.06 2018
95 São Tomé and Principe 23.68 2015
96 Dem. Rep. Congo 13.41 2018
97 Namibia 11.73 1999
98 Ethiopia 11.18 2008
99 Chad 10.96 2016
100 Syrian Arab Republic 0.00 2013
100 St. Vincent and the Grenadines 0.00 2013
100 Nauru 0.00 2007
100 Cuba 0.00 2011
100 Grenada 0.00 2003
100 San Marino 0.00 2020

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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