Percentage of qualified teachers in pre-primary education, both sexes (%) by country
Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that...
What the numbers show
Percentage of qualified teachers in pre-primary education, both sexes (%) is currently reported for 36 countries. The highest value is 100.0% in Brunei Darussalam; the lowest is 19.3% in Maldives.
The median across all reporting countries is 99.3%, and the mean is 88.7%.
The gap between the highest and lowest reporting country is a factor of about 5.
Over the past decade 14 countries rose and 6 fell. The largest increase was in Benin (up 215.5%), and the largest decrease in Maldives (down 73.0%).
Percentage of qualified teachers in pre-primary education, both sexes: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Brunei Darussalam | 100.0% | 2019 | — | flat |
| 1 | Hong Kong | 100.0% | 2019 | unchanged | flat |
| 1 | Jordan | 100.0% | 2019 | unchanged | flat |
| 1 | Macao | 100.0% | 2019 | unchanged | flat |
| 1 | Mauritius | 100.0% | 2019 | unchanged | flat |
| 1 | Malaysia | 100.0% | 2019 | unchanged | flat |
| 1 | Oman | 100.0% | 2019 | unchanged | flat |
| 1 | Cote d'Ivoire | 100.0% | 2019 | up 16.6% | rising |
| 1 | Qatar | 100.0% | 2019 | unchanged | flat |
| 1 | Bhutan | 100.0% | 2020 | unchanged | flat |
| 1 | Barbados | 100.0% | 2019 | up 6.6% | flat |
| 1 | Saudi Arabia | 100.0% | 2019 | unchanged | flat |
| 1 | Senegal | 100.0% | 2019 | up 24.1% | rising |
| 1 | Serbia | 100.0% | 2019 | unchanged | flat |
| 1 | Bahrain | 100.0% | 2019 | unchanged | flat |
| 1 | Benin | 100.0% | 2019 | up 215.5% | rising |
| 1 | Uzbekistan | 100.0% | 2019 | up 3.2% | flat |
| 1 | Andorra | 100.0% | 2019 | unchanged | flat |
| 19 | Madagascar | 98.6% | 2019 | up 13.3% | rising |
| 20 | Cambodia | 98.0% | 2019 | down 2.0% | flat |
| 21 | Azerbaijan | 97.4% | 2019 | up 55.9% | rising |
| 22 | Costa Rica | 96.8% | 2019 | up 0.9% | flat |
| 23 | Niger | 94.1% | 2019 | down 5.9% | falling |
| 24 | China | 91.1% | 2019 | — | flat |
| 25 | Dominican Republic | 90.0% | 2018 | up 19.5% | rising |
| 26 | Rwanda | 89.2% | 2019 | up 57.8% | rising |
| 27 | Ecuador | 88.5% | 2018 | up 22.1% | rising |
| 28 | Seychelles | 88.0% | 2019 | up 45.5% | rising |
| 29 | Nepal | 88.0% | 2019 | up 13.3% | rising |
| 30 | Sri Lanka | 87.2% | 2018 | down 2.1% | flat |
| 31 | Albania | 68.2% | 2019 | up 6.5% | rising |
| 32 | Bahamas | 63.2% | 2018 | down 24.3% | falling |
| 33 | Belize | 47.9% | 2019 | down 32.4% | falling |
| 34 | Belarus | 46.5% | 2018 | — | flat |
| 35 | Lao People's Democratic Republic | 42.3% | 2018 | — | falling |
| 36 | Maldives | 19.3% | 2019 | down 73.0% | volatile |
Regions and income groups
Aggregates are excluded from the country ranking above so that a region can never outrank a country.
- Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) 91.8%
- World 86.6%
- Middle East, North Africa, Afghanistan & Pakistan 91.0%
- Caribbean Small States 89.8%
- Arab World 89.8%
- Middle East, North Africa, Afghanistan & Pakistan (excluding high income) 89.3%
- IBRD only 86.7%
- Late-demographic dividend 86.7%
- East Asia & Pacific (IDA & IBRD countries) 86.3%
- East Asia & Pacific (excluding high income) 86.3%
- East Asia & Pacific 86.1%
- Middle income 85.5%
- Low & middle income 84.6%
- Upper middle income 83.6%
- Small states 80.2%
- Other small states 79.5%
- Pre-demographic dividend 78.4%
- Least developed countries 72.3%
- IDA only 70.5%
- Sub-Saharan Africa (IDA & IBRD countries) 69.8%
- Sub-Saharan Africa 69.8%
- Sub-Saharan Africa (excluding high income) 69.7%
- Heavily indebted poor countries (HIPC) 66.6%
- Pacific island small states 50.1%
About this data
Percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have at least the minimum academic qualifications required for teaching their subjects at the relevant level in a given country, in a given academic year. A high value indicates that students are being taught by teachers who are academically well qualified in the subjects they teach. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/