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

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: UNESCO Institute for Statistics (http://uis.unesco.org/)

See also: Thematic map, Time series comparison

Find indicator:
Rank Country Value Year
1 United Arab Emirates 100.00 2020
1 Bahrain 100.00 2020
1 Bhutan 100.00 2018
1 Iraq 100.00 2004
1 Jordan 100.00 2020
1 Kuwait 100.00 2005
1 Mongolia 100.00 2006
1 Philippines 100.00 2019
1 Qatar 100.00 2020
1 Saudi Arabia 100.00 2020
1 Oman 100.00 2019
1 Thailand 100.00 2020
13 Cambodia 99.70 2007
14 Lao PDR 99.46 2020
15 Yemen 94.83 2013
16 Iran 94.48 2017
17 Georgia 92.72 2009
18 Uzbekistan 92.60 2017
19 Syrian Arab Republic 92.12 2013
20 Macao SAR, China 91.28 2020
21 Brunei 88.61 2019
22 Myanmar 86.38 2018
23 Pakistan 83.31 2017
24 Nepal 83.15 2020
25 India 80.51 2020
26 Sri Lanka 74.80 2018
27 Armenia 73.40 2020
28 Azerbaijan 63.70 2020
29 Bangladesh 57.48 2020

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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.

Other Notes: Data retrieved via API in March 2019. For detailed information on the observation level (e.g. National Estimation, UIS Estimation, or Category not applicable), please visit UIS.Stat (http://data.uis.unesco.org/).

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