Trained teachers in lower secondary education (% of total 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 Cambodia 100.00 2014
1 Iraq 100.00 2004
1 Vietnam 100.00 2014
1 Fiji 100.00 2012
1 Croatia 100.00 2003
1 Cuba 100.00 2014
1 Saudi Arabia 100.00 2014
1 Andorra 100.00 2012
1 Mongolia 100.00 2007
1 Oman 100.00 2001
1 Djibouti 100.00 2014
1 Mauritania 100.00 2011
1 Iran 100.00 2014
14 Lao PDR 99.50 2014
15 Cayman Islands 99.00 2012
16 Colombia 98.99 2014
17 Belarus 98.14 2014
18 Kenya 96.81 2009
19 Costa Rica 95.99 2014
20 Georgia 94.59 2009
21 Venezuela 93.99 2014
22 Brunei 93.97 2014
23 Tajikistan 93.95 2003
24 Lebanon 93.58 2013
25 Myanmar 93.25 2014
26 El Salvador 92.89 2011
27 Zambia 92.65 2012
28 Singapore 91.58 2009
29 Tonga 90.85 1998
30 The Gambia 90.46 2014
31 Bhutan 90.22 2008
32 Mexico 89.81 2010
33 The Bahamas 89.00 2010
34 Guinea 88.85 2008
35 Kiribati 86.74 2014
36 Paraguay 85.91 2012
37 Eritrea 85.74 2013
38 Mozambique 85.24 2013
39 Dominican Republic 85.24 2012
40 Nigeria 85.01 2010
41 Panama 84.97 2012
42 Bahrain 82.75 2014
43 Ecuador 81.37 2014
44 Macao SAR, China 80.00 2014
45 Nepal 79.90 2014
46 Kuwait 79.14 2012
47 Comoros 77.89 2011
48 Cabo Verde 77.25 2014
49 Mali 72.45 2011
50 Ethiopia 72.36 2012
51 St. Lucia 71.78 2014
52 Burundi 71.07 2014
53 Solomon Islands 70.77 2010
54 Ghana 68.51 2014
55 Vanuatu 66.75 2013
56 Honduras 65.37 2004
57 Sierra Leone 64.32 2013
58 St. Vincent and the Grenadines 64.30 2010
59 Egypt 63.84 2013
60 Liberia 60.43 2014
61 Bangladesh 59.61 2013
62 Nicaragua 57.15 2008
63 Guyana 56.62 2009
64 Qatar 54.73 2008
65 St. Kitts and Nevis 53.33 2012
66 Burkina Faso 49.89 2009
67 United Arab Emirates 49.25 2005
68 Congo 47.90 2012
69 Belize 47.89 2014
70 Dominica 46.15 2014
71 Serbia 42.51 2012
72 Trinidad and Tobago 40.38 2009
73 Antigua and Barbuda 38.21 2010
74 São Tomé and Principe 34.48 2012
75 Grenada 33.39 2005
76 Cameroon 33.01 2013
77 Niger 24.15 2013
78 Madagascar 21.93 2014
79 Suriname 13.86 2014
80 Benin 9.34 2014
81 Albania 8.18 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