Eritrea vs Kyrgyzstan: Proportion of teachers with the minimum required qualifications in
Eritrea
47.7%
in 2018
Kyrgyzstan
48.0%
in 2011
Eritrea rank
47th
Kyrgyzstan rank
46th
Proportion of teachers with the minimum required qualifications in over time
- Eritrea
- Kyrgyzstan
How they compare
Kyrgyzstan currently reports 48.0% against 47.7% in Eritrea, a difference of 0.3%.
The two have swapped places 2 times across 12 shared years of data; in 1999 it was Eritrea ahead.
Eritrea ranks 47th and Kyrgyzstan ranks 46th of 70 countries.
Eritrea has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Eritrea | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 22.2% | 0.0% | 22.2% | Eritrea |
| 2000s | 55.8% | 39.0% | 16.9% | Eritrea |
| 2010s | 52.5% | 45.2% | 7.3% | Eritrea |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher proportion of teachers with the minimum required qualifications in, Eritrea or Kyrgyzstan?
- Kyrgyzstan, at 48.0% against 47.7% in Eritrea as of 2011.
- What is the difference in proportion of teachers with the minimum required qualifications in between Eritrea and Kyrgyzstan?
- 0.3%, with Kyrgyzstan ahead.
- How many years of comparable data are there for Eritrea and Kyrgyzstan?
- 12 years are reported by both, from 1999 to 2011.
- How do Eritrea and Kyrgyzstan rank globally for proportion of teachers with the minimum required qualifications in?
- Eritrea ranks 47th and Kyrgyzstan ranks 46th of 70 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, male (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of male 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 male teachers at the pre-primary level.