Eritrea vs Myanmar: Proportion of teachers with the minimum required qualifications in
Eritrea
83.7%
in 2013
Myanmar
88.1%
in 2018
Eritrea rank
30th
Myanmar rank
27th
Proportion of teachers with the minimum required qualifications in over time
- Eritrea
- Myanmar
How they compare
Myanmar currently reports 88.1% against 83.7% in Eritrea, a difference of 4.4%.
That makes Myanmar's figure about 1.1 times Eritrea's.
The two have swapped places 2 times across 11 shared years of data; in 1999 it was Myanmar ahead.
Eritrea ranks 30th and Myanmar ranks 27th of 44 countries.
Myanmar has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Eritrea | Myanmar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 75.0% | 96.3% | 21.3% | Myanmar |
| 2000s | 80.0% | 96.0% | 15.9% | Myanmar |
| 2010s | 57.0% | 100.0% | 43.0% | Myanmar |
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 Myanmar?
- Myanmar, at 88.1% against 83.7% in Eritrea as of 2018.
- What is the difference in proportion of teachers with the minimum required qualifications in between Eritrea and Myanmar?
- 4.4%, with Myanmar ahead.
- How many years of comparable data are there for Eritrea and Myanmar?
- 11 years are reported by both, from 1999 to 2010.
- How do Eritrea and Myanmar rank globally for proportion of teachers with the minimum required qualifications in?
- Eritrea ranks 30th and Myanmar ranks 27th of 44 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Proportion of teachers with the minimum required qualifications in upper secondary education, female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of female teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the upper secondary level in the given country, expressed as a percentage of the total number of female teachers at the upper secondary level.