Botswana vs Brunei Darussalam: Proportion of teachers with the minimum required qualifications in pre
Botswana
55.0%
in 2013
Brunei Darussalam
63.0%
in 2019
Botswana rank
55th
Brunei Darussalam rank
53rd
Proportion of teachers with the minimum required qualifications in pre over time
- Botswana
- Brunei Darussalam
How they compare
Brunei Darussalam currently reports 63.0% against 55.0% in Botswana, a difference of 8.0%.
That makes Brunei Darussalam's figure about 1.1 times Botswana's.
Across all 6 years both countries report, Brunei Darussalam has been ahead every year.
Botswana ranks 55th and Brunei Darussalam ranks 53rd of 69 countries.
Brunei Darussalam has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Botswana | Brunei Darussalam | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 51.8% | 67.4% | 15.6% | Brunei Darussalam |
| 2010s | 54.8% | 63.3% | 8.5% | Brunei Darussalam |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher proportion of teachers with the minimum required qualifications in pre, Botswana or Brunei Darussalam?
- Brunei Darussalam, at 63.0% against 55.0% in Botswana as of 2019.
- What is the difference in proportion of teachers with the minimum required qualifications in pre between Botswana and Brunei Darussalam?
- 8.0%, with Brunei Darussalam ahead.
- How many years of comparable data are there for Botswana and Brunei Darussalam?
- 6 years are reported by both, from 2006 to 2013.
- How do Botswana and Brunei Darussalam rank globally for proportion of teachers with the minimum required qualifications in pre?
- Botswana ranks 55th and Brunei Darussalam ranks 53rd of 69 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Proportion of teachers with the minimum required qualifications in pre-primary education, female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of female teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the pre-primary level in the given country, expressed as a percentage of the total number of female teachers at the pre-primary level.