Dominican Republic vs Eritrea: Proportion of teachers with the minimum required qualifications in
Dominican Republic
79.5%
in 2015
Eritrea
79.2%
in 2013
Dominican Republic rank
29th
Eritrea rank
30th
Proportion of teachers with the minimum required qualifications in over time
- Dominican Republic
- Eritrea
How they compare
Dominican Republic currently reports 79.5% against 79.2% in Eritrea, a difference of 0.3%.
The two have swapped places 6 times across 11 shared years of data; in 1999 it was Eritrea ahead.
Dominican Republic ranks 29th and Eritrea ranks 30th of 44 countries.
Across the 3 decades both report, Dominican Republic averaged higher in 2 and Eritrea in 1.
Head to head by decade
| Decade | Dominican Republic | Eritrea | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 65.2% | 77.9% | 12.6% | Eritrea |
| 2000s | 78.2% | 74.5% | 3.7% | Dominican Republic |
| 2010s | 82.7% | 76.2% | 6.5% | Dominican Republic |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher proportion of teachers with the minimum required qualifications in, Dominican Republic or Eritrea?
- Dominican Republic, at 79.5% against 79.2% in Eritrea as of 2015.
- What is the difference in proportion of teachers with the minimum required qualifications in between Dominican Republic and Eritrea?
- 0.3%, with Dominican Republic ahead.
- How many years of comparable data are there for Dominican Republic and Eritrea?
- 11 years are reported by both, from 1999 to 2013.
- How do Dominican Republic and Eritrea rank globally for proportion of teachers with the minimum required qualifications in?
- Dominican Republic ranks 29th and Eritrea ranks 30th 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, male (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of male 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 male teachers at the upper secondary level.