El Salvador vs Mongolia: Proportion of teachers with the minimum required qualifications in
El Salvador
95.7%
in 2018
Mongolia
96.9%
in 2018
El Salvador rank
28th
Mongolia rank
25th
Proportion of teachers with the minimum required qualifications in over time
- El Salvador
- Mongolia
How they compare
Mongolia currently reports 96.9% against 95.7% in El Salvador, a difference of 1.2%.
The two have swapped places 2 times across 10 shared years of data; in 2003 it was Mongolia ahead.
El Salvador ranks 28th and Mongolia ranks 25th of 69 countries.
Mongolia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | El Salvador | Mongolia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 93.0% | 100.0% | 7.0% | Mongolia |
| 2010s | 95.5% | 97.5% | 2.0% | Mongolia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher proportion of teachers with the minimum required qualifications in, El Salvador or Mongolia?
- Mongolia, at 96.9% against 95.7% in El Salvador as of 2018.
- What is the difference in proportion of teachers with the minimum required qualifications in between El Salvador and Mongolia?
- 1.2%, with Mongolia ahead.
- How many years of comparable data are there for El Salvador and Mongolia?
- 10 years are reported by both, from 2003 to 2018.
- How do El Salvador and Mongolia rank globally for proportion of teachers with the minimum required qualifications in?
- El Salvador ranks 28th and Mongolia ranks 25th 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.