Trained teachers in preprimary education (% of total teachers) - Country Ranking - Asia

Definition: Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.

Source: UNESCO Institute for Statistics (http://uis.unesco.org/)

See also: Thematic map, Time series comparison

Find indicator:
Rank Country Value Year
1 United Arab Emirates 100.00 2020
1 Bahrain 100.00 2020
1 Bhutan 100.00 2020
1 Iraq 100.00 2004
1 Jordan 100.00 2020
1 Kazakhstan 100.00 2014
1 Cambodia 100.00 2020
1 Oman 100.00 2020
1 Philippines 100.00 2019
1 Qatar 100.00 2020
1 Saudi Arabia 100.00 2020
1 Singapore 100.00 2019
1 Tajikistan 100.00 2016
14 Uzbekistan 99.88 2020
15 Macao SAR, China 99.71 2020
16 Vietnam 99.68 2020
17 Kuwait 98.06 2020
18 Hong Kong SAR, China 97.10 2020
19 Malaysia 96.58 2018
20 Georgia 96.58 2003
21 Mongolia 95.69 2019
22 Lao PDR 94.11 2020
23 Azerbaijan 91.19 2020
24 Sri Lanka 87.00 2018
25 Nepal 82.39 2020
26 Armenia 81.97 2017
27 Myanmar 81.40 2018
28 Iran 79.33 2003
29 Brunei 58.09 2020
30 Kyrgyz Republic 46.16 2011
31 Syrian Arab Republic 34.55 2013

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Development Relevance: Trained teachers refer to teaching force with the necessary pedagogical skills to teach and use teaching materials in an effective manner. The share of trained teachers reveals a country's commitment to investing in the development of its human capital engaged in teaching. Teachers are important resource, especially for children who are the first-generation of receiving education in their families and heavily rely on teachers in acquiring basic literacy skills. However, rapid increase in enrollments may cause the shortage of trained teachers. Education finance is a key for appropriate teacher allocations, since teacher salaries account for a large share of education budgets. The shortage of trained teacher may result in low qualified teachers in more disadvantaged area.

Limitations and Exceptions: This indicator does not take into account differences in teachers' experiences and status, teaching methods, teaching materials, and classroom conditions - all factors that affect the quality of teaching and learning. Some teachers without formal training may have acquired equivalent pedagogical skills through professional experience. In addition, national standards regarding teacher qualifications and pedagogical skills may vary.

Other Notes: Data retrieved via API in March 2019. For detailed information on the observation level (e.g. National Estimation, UIS Estimation, or Category not applicable), please visit UIS.Stat (http://data.uis.unesco.org/).

Statistical Concept and Methodology: Share of trained teachers is calculated by dividing the number of trained teachers of the specified level of education by total number of teachers at the same level of education, and multiplying by 100. Data on education are collected by the UNESCO Institute for Statistics from official responses to its annual education survey. All the data are mapped to the International Standard Classification of Education (ISCED) to ensure the comparability of education programs at the international level. The current version was formally adopted by UNESCO Member States in 2011. The reference years reflect the school year for which the data are presented. In some countries the school year spans two calendar years (for example, from September 2010 to June 2011); in these cases the reference year refers to the year in which the school year ended (2011 in the example).

Aggregation method: Weighted average

Periodicity: Annual