This indicator reflects the proportion of male educators in preprimary settings who have undergone formal training necessary to equip them for effective teaching. Specifically, it measures the percentage of male teachers who have completed either pre-service or in-service training programs, highlighting the
commitment to professional development in early childhood education. High percentages suggest a well-prepared workforce, essential for fostering foundational skills in young learners. The presence of trained male teachers also contributes to diversity in early education, potentially influencing gender perceptions among children and promoting inclusive learning environments. Monitoring this metric can help identify gaps in training, guide policy decisions, and improve overall educational quality at the foundational level.
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