Trained teachers in lower secondary education, female (% of female teachers) - Country Ranking

Definition: Trained teachers in lower secondary education are the percentage of lower secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.

Source: United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.

See also: Thematic map, Time series comparison

Find indicator:
Rank Country Value Year
1 Djibouti 100.00 2011
1 Mauritania 100.00 2011
1 Vietnam 100.00 2014
1 Mongolia 100.00 2007
1 Oman 100.00 2001
1 Iran 100.00 2014
1 Cuba 100.00 2014
1 Saudi Arabia 100.00 2014
1 Andorra 100.00 2012
1 Croatia 100.00 2003
1 Fiji 100.00 2012
1 Cambodia 100.00 2014
1 Iraq 100.00 2004
14 Lao PDR 99.69 2014
15 Cayman Islands 99.50 2012
16 Colombia 99.29 2014
17 Congo 99.26 2012
18 Kenya 99.26 2008
19 Myanmar 98.35 2010
20 Belarus 98.14 2014
21 Costa Rica 95.81 2014
22 Zambia 95.55 2012
23 Venezuela 95.32 2014
24 Georgia 95.01 2009
25 El Salvador 94.62 2011
26 Brunei 94.33 2014
27 Lebanon 94.00 2013
28 Guinea 93.38 2008
29 Singapore 92.61 2009
30 Bhutan 91.95 2006
31 The Gambia 89.24 2014
32 Eritrea 88.99 2013
33 Mozambique 88.73 2013
34 Tonga 87.46 1998
35 Dominican Republic 86.92 2012
36 Paraguay 86.90 2012
37 Kiribati 86.04 2014
38 Nigeria 85.66 2010
39 Panama 84.91 2012
40 Mali 84.51 2011
41 Cabo Verde 84.17 2014
42 Bahrain 84.17 2014
43 Macao SAR, China 84.13 2014
44 The Bahamas 83.25 2009
45 Kuwait 82.14 2012
46 Ecuador 81.53 2014
47 Ghana 81.20 2014
48 Bangladesh 78.89 2013
49 Nepal 78.72 2014
50 Sierra Leone 77.24 2013
51 St. Lucia 76.38 2014
52 Solomon Islands 70.51 2010
53 Honduras 69.54 2004
54 Egypt 69.40 2013
55 Vanuatu 68.38 2013
56 Ethiopia 65.10 2012
57 St. Vincent and the Grenadines 63.70 2010
58 Nicaragua 63.22 2008
59 Liberia 62.24 2014
60 Comoros 59.85 2011
61 Burundi 58.50 2014
62 Guyana 57.84 2009
63 Burkina Faso 56.93 2009
64 St. Kitts and Nevis 54.97 2012
65 Belize 53.25 2014
66 Qatar 50.56 2008
67 Serbia 49.60 2012
68 United Arab Emirates 48.70 2005
69 Dominica 47.62 2014
70 Trinidad and Tobago 41.67 2009
71 Cameroon 40.12 2013
72 Antigua and Barbuda 39.93 2010
73 São Tomé and Principe 37.23 2012
74 Grenada 36.78 2005
75 Madagascar 24.03 2014
76 Niger 21.94 2013
77 Suriname 13.95 2014
78 Benin 9.46 2014
79 Albania 6.32 2014

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Development Relevance: Trained teachers refer to teaching force with the necessary pedagogical skills to teach and use teaching materials in an effective manner. The share of trained teachers reveals a country's commitment to investing in the development of its human capital engaged in teaching. Teachers are important resource, especially for children who are the first-generation of receiving education in their families and heavily rely on teachers in acquiring basic literacy skills. However, rapid increase in enrollments may cause the shortage of trained teachers. Education finance is a key for appropriate teacher allocations, since teacher salaries account for a large share of education budgets. The shortage of trained teacher may result in low qualified teachers in more disadvantaged area.

Limitations and Exceptions: This indicator does not take into account differences in teachers' experiences and status, teaching methods, teaching materials, and classroom conditions - all factors that affect the quality of teaching and learning. Some teachers without formal training may have acquired equivalent pedagogical skills through professional experience. In addition, national standards regarding teacher qualifications and pedagogical skills may vary.

Statistical Concept and Methodology: Share of trained teachers is calculated by dividing the number of trained teachers of the specified level of education by total number of teachers at the same level of education, and multiplying by 100. Data on education are collected by the UNESCO Institute for Statistics from official responses to its annual education survey. All the data are mapped to the International Standard Classification of Education (ISCED) to ensure the comparability of education programs at the international level. The current version was formally adopted by UNESCO Member States in 2011. The reference years reflect the school year for which the data are presented. In some countries the school year spans two calendar years (for example, from September 2010 to June 2011); in these cases the reference year refers to the year in which the school year ended (2011 in the example).

Aggregation method: Weighted average

Periodicity: Annual