Proportion of teachers with the minimum required qualifications in in Dominican Republic
Dominican Republic: Proportion of teachers with the minimum required qualifications in was 79.5% in 2015. ▲ Rising
Proportion of teachers with the minimum required qualifications in in Dominican Republic, 1999–2015
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
Dominican Republic recorded 79.5% for proportion of teachers with the minimum required qualifications in in 2015.
That represents a change of up 8.7% on the previous year and up 5.6% over ten years.
Over the whole period, proportion of teachers with the minimum required qualifications in in Dominican Republic peaked at 92.6% in 2010 and was at its lowest, 65.2%, in 1999.
That places Dominican Republic 29th out of 44 countries with data for 2015, putting it in the middle of the range.
The long-run direction has been consistently rising across the 13 years of available data.
Proportion of teachers with the minimum required qualifications in in Dominican Republic, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 65.2% | — |
| 2000 | 86.6% | +32.7% |
| 2004 | 70.7% | -18.3% |
| 2005 | 75.3% | +6.5% |
| 2006 | 69.1% | -8.3% |
| 2007 | 75.3% | +9.1% |
| 2008 | 83.1% | +10.3% |
| 2009 | 92.3% | +11.1% |
| 2010 | 92.6% | +0.4% |
| 2011 | 72.9% | -21.3% |
| 2012 | 92.0% | +26.2% |
| 2013 | 73.2% | -20.4% |
| 2015 | 79.5% | +8.7% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 65.2% | 65.2% | 65.2% | 1 |
| 2000s | 78.9% | 69.1% | 92.3% | 7 |
| 2010s | 82.0% | 72.9% | 92.6% | 5 |
Countries ranked near Dominican Republic
More education data for Dominican Republic
- Theoretical duration of pre-primary education (years), annual growth 0 % change on previous year (2025)
- Start of the academic school year (pre-primary to post-secondary non) 0.0494 % change on previous year (2025)
- Theoretical duration of lower secondary education (years), annual 0 % change on previous year (2025)
- Theoretical duration of upper secondary education (years), annual 0 % change on previous year (2025)
- Theoretical duration of secondary education (years), annual growth 0 % change on previous year (2025)
- Start of the academic school year (tertiary education), gaps filled 2,024 tertiary education (2024)
- Start of the academic school year (tertiary education), annual growth 0.0494 % change on previous year (2024)
- Primary education, teachers, gaps filled 80,321 (2024)
- Duration of pre primary education, annual growth rate 0 % change on previous year (2025)
- Duration of pre-primary education 3 years (2025)
Frequently asked questions
- What is proportion of teachers with the minimum required qualifications in in Dominican Republic?
- Proportion of teachers with the minimum required qualifications in in Dominican Republic was 79.5% in 2015, according to UNESCO Institute for Statistics.
- What is the highest proportion of teachers with the minimum required qualifications in recorded in Dominican Republic?
- The highest recorded value was 92.6% in 2010.
- What is the lowest proportion of teachers with the minimum required qualifications in recorded in Dominican Republic?
- The lowest recorded value was 65.2% in 1999.
- How does Dominican Republic rank for proportion of teachers with the minimum required qualifications in?
- Dominican Republic ranks 29th out of 44 countries with data for 2015.
- Is proportion of teachers with the minimum required qualifications in rising or falling in Dominican Republic?
- Over the last ten years it is up 5.6%. The long-run trend across the full record is rising.
- Where does this Dominican Republic data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Proportion of teachers with the minimum required qualifications in upper secondary education, male (%). Statizoid updates them automatically from the source API.
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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.