Trained teachers in lower secondary education, male (% of male 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 Vietnam 100.00 2014
1 Fiji 100.00 2012
1 Andorra 100.00 2012
1 Mongolia 100.00 2007
1 Oman 100.00 2001
1 Djibouti 100.00 2011
1 Mauritania 100.00 2011
1 Cambodia 100.00 2014
1 Iran 100.00 2014
1 Croatia 100.00 2003
1 Cuba 100.00 2014
1 Saudi Arabia 100.00 2014
1 Iraq 100.00 2004
14 Lao PDR 99.30 2014
15 Colombia 98.63 2014
16 Myanmar 98.35 2010
17 Belarus 98.14 2014
18 Cayman Islands 97.96 2012
19 Kenya 97.73 2008
20 Costa Rica 96.24 2014
21 Tonga 94.72 1998
22 Brunei 93.08 2014
23 Lebanon 92.64 2013
24 Bhutan 91.98 2006
25 Georgia 91.92 2009
26 Venezuela 91.22 2014
27 El Salvador 90.74 2011
28 The Gambia 90.72 2014
29 Zambia 89.72 2012
30 Singapore 89.57 2009
31 Guinea 88.54 2008
32 Kiribati 87.74 2014
33 Panama 85.09 2012
34 Eritrea 85.06 2013
35 Nigeria 84.33 2010
36 Mozambique 84.32 2013
37 Paraguay 84.20 2012
38 Comoros 81.79 2011
39 Ecuador 80.95 2014
40 The Bahamas 80.87 2009
41 Bahrain 80.59 2014
42 Nepal 80.35 2014
43 Dominican Republic 78.42 2012
44 Kuwait 75.69 2012
45 Burundi 75.20 2014
46 Ethiopia 75.06 2012
47 Macao SAR, China 73.33 2014
48 Cabo Verde 71.72 2014
49 Solomon Islands 70.88 2010
50 Mali 70.67 2011
51 Vanuatu 65.58 2013
52 St. Vincent and the Grenadines 65.36 2010
53 Ghana 64.21 2014
54 Sierra Leone 62.12 2013
55 St. Lucia 60.94 2014
56 Liberia 60.34 2014
57 Honduras 60.08 2004
58 Qatar 60.04 2008
59 Egypt 58.80 2013
60 Bangladesh 54.82 2013
61 Guyana 53.75 2009
62 St. Kitts and Nevis 50.56 2012
63 United Arab Emirates 49.93 2005
64 Nicaragua 49.58 2008
65 Burkina Faso 48.57 2009
66 Congo 44.36 2012
67 Dominica 42.25 2014
68 Trinidad and Tobago 38.19 2009
69 Belize 38.06 2014
70 São Tomé and Principe 33.51 2012
71 Antigua and Barbuda 32.56 2010
72 Serbia 30.09 2012
73 Cameroon 29.45 2013
74 Grenada 28.28 2005
75 Niger 24.80 2013
76 Madagascar 20.21 2014
77 Suriname 13.63 2014
78 Albania 11.70 2014
79 Benin 9.32 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