Trained teachers in upper secondary education (% of total 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 Fiji 100.00 2012
1 Samoa 100.00 2014
1 Djibouti 100.00 2014
1 Mauritania 100.00 2006
1 Iran 100.00 2014
1 Iraq 100.00 2004
1 Cabo Verde 100.00 2014
1 Mongolia 100.00 2006
1 Oman 100.00 2009
1 Cuba 100.00 2014
1 Morocco 100.00 2008
1 Saudi Arabia 100.00 2014
1 Croatia 100.00 2003
1 Kuwait 100.00 2008
1 Tuvalu 100.00 2013
16 Lao PDR 99.95 2014
17 Cambodia 99.78 2007
18 Kenya 99.61 2012
19 Colombia 99.25 2014
20 Cayman Islands 99.08 2012
21 Lebanon 98.79 2013
22 Myanmar 95.16 2014
23 Costa Rica 95.10 2014
24 Mozambique 95.06 2013
25 Georgia 94.84 2009
26 Yemen 94.55 2013
27 Guinea 94.46 2008
28 Panama 94.41 2013
29 Tajikistan 94.35 2003
30 The Gambia 93.56 2014
31 Nigeria 93.32 2008
32 Venezuela 93.28 2014
33 Dominican Republic 92.86 2012
34 Mexico 92.81 2010
35 Syrian Arab Republic 91.70 2013
36 Singapore 91.68 2009
37 Belarus 91.15 2014
38 Brunei 90.40 2014
39 The Bahamas 89.00 2010
40 El Salvador 88.86 2011
41 São Tomé and Principe 87.06 2011
42 Ethiopia 86.43 2012
43 Congo 84.22 2012
44 Mali 83.80 2008
45 Bahrain 83.72 2014
46 Macao SAR, China 83.27 2014
47 Ghana 81.35 2014
48 Ecuador 81.11 2014
49 Nepal 80.45 2014
50 Eritrea 80.01 2013
51 Paraguay 75.44 2012
52 Burundi 75.03 2014
53 Bolivia 73.13 2003
54 Bhutan 72.16 2008
55 St. Lucia 71.05 2014
56 Solomon Islands 70.87 2010
57 Cameroon 70.65 2013
58 Sierra Leone 64.09 2013
59 Nicaragua 62.45 2008
60 Honduras 61.58 2008
61 St. Vincent and the Grenadines 60.70 2010
62 Bangladesh 56.19 2013
63 Somalia 54.20 2007
64 St. Kitts and Nevis 52.88 2012
65 Qatar 50.95 2008
66 Burkina Faso 50.36 2009
67 Guyana 49.94 2009
68 Antigua and Barbuda 48.31 2010
69 Dominica 46.48 2014
70 Comoros 44.83 2003
71 Suriname 43.49 2013
72 United Arab Emirates 43.09 2005
73 Liberia 42.38 2014
74 Tonga 37.89 1998
75 Serbia 37.18 2012
76 Belize 36.19 2014
77 Kiribati 33.60 2008
78 Grenada 31.25 2003
79 Niger 25.20 2013
80 Madagascar 17.39 2014
81 Benin 7.42 2014
82 Albania 1.66 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