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

Definition: Trained teachers in upper secondary education are the percentage of upper 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 2006
1 Iran 100.00 2014
1 Kuwait 100.00 2005
1 Tuvalu 100.00 2013
1 Croatia 100.00 2003
1 Bhutan 100.00 1999
1 Cabo Verde 100.00 2014
1 Cuba 100.00 2014
1 Morocco 100.00 2008
1 Saudi Arabia 100.00 2014
1 Iraq 100.00 2004
1 Mongolia 100.00 2006
1 Oman 100.00 2009
1 Fiji 100.00 2012
1 Samoa 100.00 2014
1 Cambodia 100.00 2007
18 Kenya 99.74 2012
19 Colombia 99.43 2014
20 Lebanon 99.30 2013
21 Cayman Islands 99.09 2012
22 Mozambique 96.52 2013
23 Panama 95.59 2013
24 Georgia 95.21 2009
25 Tonga 94.96 1998
26 Costa Rica 94.92 2014
27 Venezuela 94.82 2014
28 Nigeria 94.80 2008
29 Myanmar 94.73 2014
30 Guinea 94.31 2008
31 São Tomé and Principe 94.12 2011
32 Yemen 93.84 2013
33 Dominican Republic 93.54 2012
34 Congo 93.40 2012
35 Singapore 92.83 2009
36 The Gambia 92.53 2014
37 Lao PDR 92.28 2006
38 Belarus 91.96 2014
39 Syrian Arab Republic 91.31 2013
40 El Salvador 91.18 2011
41 Brunei 91.08 2014
42 The Bahamas 89.68 2009
43 Bahrain 85.66 2014
44 Macao SAR, China 85.43 2014
45 Ghana 84.76 2014
46 Eritrea 83.66 2013
47 Ecuador 81.58 2014
48 Cameroon 79.76 2013
49 Nepal 79.50 2014
50 Mali 79.47 2008
51 Paraguay 77.52 2012
52 St. Lucia 75.51 2014
53 Bolivia 75.30 2003
54 Burundi 75.08 2014
55 Solomon Islands 72.13 2010
56 Nicaragua 68.10 2008
57 Sierra Leone 67.68 2013
58 Honduras 66.30 2008
59 St. Vincent and the Grenadines 61.08 2010
60 Ethiopia 60.93 2012
61 St. Kitts and Nevis 55.81 2012
62 Burkina Faso 55.14 2009
63 Qatar 55.02 2008
64 Somalia 54.36 2007
65 Bangladesh 54.14 2013
66 Guyana 53.48 2009
67 Dominica 48.13 2014
68 Antigua and Barbuda 47.91 2010
69 Suriname 46.35 2013
70 Liberia 45.81 2014
71 United Arab Emirates 41.76 2005
72 Belize 41.62 2014
73 Serbia 41.24 2012
74 Kiribati 34.62 2008
75 Niger 27.75 2013
76 Grenada 23.29 2003
77 Madagascar 17.27 2014
78 Benin 8.79 2014
79 Albania 0.68 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