Proportion of teachers with the minimum required qualifications in in Costa Rica
Costa Rica: Proportion of teachers with the minimum required qualifications in was 97.0% in 2019. ▲ Rising
Proportion of teachers with the minimum required qualifications in in Costa Rica, 1999–2019
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
Costa Rica recorded 97.0% for proportion of teachers with the minimum required qualifications in in 2019. That is the highest value across all 16 years on record.
The figure is up 1.0% on the previous year and up 12.9% over ten years.
Over the whole period, proportion of teachers with the minimum required qualifications in in Costa Rica peaked at 97.0% in 2019 and was at its lowest, 80.4%, in 1999.
That places Costa Rica 20th out of 48 countries with data for 2019, putting it in the middle of the range.
The long-run direction has been consistently rising across the 16 years of available data.
Proportion of teachers with the minimum required qualifications in in Costa Rica, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 80.4% | — |
| 2001 | 84.6% | +5.3% |
| 2002 | 86.2% | +1.9% |
| 2006 | 80.4% | -6.7% |
| 2007 | 85.3% | +6.0% |
| 2008 | 83.0% | -2.7% |
| 2009 | 85.9% | +3.5% |
| 2010 | 87.7% | +2.2% |
| 2011 | 89.5% | +2.0% |
| 2013 | 95.3% | +6.4% |
| 2014 | 95.1% | -0.2% |
| 2015 | 95.6% | +0.5% |
| 2016 | 95.9% | +0.4% |
| 2017 | 95.0% | -0.9% |
| 2018 | 96.0% | +1.0% |
| 2019 | 97.0% | +1.0% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 80.4% | 80.4% | 80.4% | 1 |
| 2000s | 84.2% | 80.4% | 86.2% | 6 |
| 2010s | 94.1% | 87.7% | 97.0% | 9 |
Countries ranked near Costa Rica
More education data for Costa Rica
- 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 43,058 (2024)
- Duration of pre primary education, annual growth rate 0 % change on previous year (2025)
- Duration of pre-primary education 2 years (2025)
Frequently asked questions
- What is proportion of teachers with the minimum required qualifications in in Costa Rica?
- Proportion of teachers with the minimum required qualifications in in Costa Rica was 97.0% in 2019, according to UNESCO Institute for Statistics.
- What is the highest proportion of teachers with the minimum required qualifications in recorded in Costa Rica?
- The highest recorded value was 97.0% in 2019.
- What is the lowest proportion of teachers with the minimum required qualifications in recorded in Costa Rica?
- The lowest recorded value was 80.4% in 1999.
- How does Costa Rica rank for proportion of teachers with the minimum required qualifications in?
- Costa Rica ranks 20th out of 48 countries with data for 2019.
- Is proportion of teachers with the minimum required qualifications in rising or falling in Costa Rica?
- Over the last ten years it is up 12.9%. The long-run trend across the full record is rising.
- Where does this Costa Rica 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, both sexes (%). Statizoid updates them automatically from the source API.
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About this data
Number of 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 teachers at the upper secondary level.