Azerbaijan vs Dominican Republic: Proportion of teachers with the minimum required qualifications in
Azerbaijan
93.8%
in 2019
Dominican Republic
90.0%
in 2018
Azerbaijan rank
29th
Dominican Republic rank
32nd
Proportion of teachers with the minimum required qualifications in over time
- Azerbaijan
- Dominican Republic
How they compare
Azerbaijan currently reports 93.8% against 90.0% in Dominican Republic, a difference of 3.8%.
The two have swapped places 2 times across 16 shared years of data; in 1999 it was Azerbaijan ahead.
Azerbaijan ranks 29th and Dominican Republic ranks 32nd of 71 countries.
Azerbaijan has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Azerbaijan | Dominican Republic | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 77.5% | 53.7% | 23.8% | Azerbaijan |
| 2000s | 86.2% | 77.1% | 9.1% | Azerbaijan |
| 2010s | 90.1% | 86.3% | 3.9% | Azerbaijan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher proportion of teachers with the minimum required qualifications in, Azerbaijan or Dominican Republic?
- Azerbaijan, at 93.8% against 90.0% in Dominican Republic as of 2019.
- What is the difference in proportion of teachers with the minimum required qualifications in between Azerbaijan and Dominican Republic?
- 3.8%, with Azerbaijan ahead.
- How many years of comparable data are there for Azerbaijan and Dominican Republic?
- 16 years are reported by both, from 1999 to 2018.
- How do Azerbaijan and Dominican Republic rank globally for proportion of teachers with the minimum required qualifications in?
- Azerbaijan ranks 29th and Dominican Republic ranks 32nd of 71 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, both sexes (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of 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 teachers at the pre-primary level.