Azerbaijan vs Hong Kong, China: Proportion of teachers with the minimum required qualifications in
Azerbaijan
93.8%
in 2019
Hong Kong, China
96.5%
in 2019
Azerbaijan rank
29th
Hong Kong, China rank
26th
Proportion of teachers with the minimum required qualifications in over time
- Azerbaijan
- Hong Kong, China
How they compare
Hong Kong, China currently reports 96.5% against 93.8% in Azerbaijan, a difference of 2.7%.
The two have swapped places 1 time across 18 shared years of data; in 1999 it was Azerbaijan ahead.
Azerbaijan ranks 29th and Hong Kong, China ranks 26th of 71 countries.
Across the 3 decades both report, Azerbaijan averaged higher in 1 and Hong Kong, China in 2.
Head to head by decade
| Decade | Azerbaijan | Hong Kong, China | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 77.5% | 73.0% | 4.5% | Azerbaijan |
| 2000s | 84.5% | 86.6% | 2.1% | Hong Kong, China |
| 2010s | 90.6% | 95.5% | 4.9% | Hong Kong, China |
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 Hong Kong, China?
- Hong Kong, China, at 96.5% against 93.8% in Azerbaijan as of 2019.
- What is the difference in proportion of teachers with the minimum required qualifications in between Azerbaijan and Hong Kong, China?
- 2.7%, with Hong Kong, China ahead.
- How many years of comparable data are there for Azerbaijan and Hong Kong, China?
- 18 years are reported by both, from 1999 to 2019.
- How do Azerbaijan and Hong Kong, China rank globally for proportion of teachers with the minimum required qualifications in?
- Azerbaijan ranks 29th and Hong Kong, China ranks 26th 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.