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

Definition: Trained teachers in primary education are the percentage of primary 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 The Gambia 100.00 2018
1 Bhutan 100.00 2018
1 Bahrain 100.00 2018
1 Jordan 100.00 2018
1 Iran 100.00 2017
1 Andorra 100.00 2018
1 Burundi 100.00 2018
1 Croatia 100.00 2003
1 Djibouti 100.00 2018
1 Thailand 100.00 2017
1 Cayman Islands 100.00 2018
1 Kazakhstan 100.00 2018
1 Cambodia 100.00 2018
1 Gabon 100.00 2003
1 Nauru 100.00 2016
1 Oman 100.00 2018
1 Philippines 100.00 2017
1 United Arab Emirates 100.00 2016
1 Algeria 100.00 2015
1 Iraq 100.00 2004
1 Jamaica 100.00 2018
1 Mauritius 100.00 2018
1 Tajikistan 100.00 2017
1 Tunisia 100.00 2018
1 Cuba 100.00 2018
1 Morocco 100.00 2018
1 Saudi Arabia 100.00 2018
28 Vietnam 99.90 2018
29 Azerbaijan 99.75 2018
30 Belarus 99.55 2018
31 Cabo Verde 99.26 2018
32 Suriname 99.25 2018
33 Tanzania 99.21 2016
34 Panama 99.17 2017
35 Moldova 99.11 2018
36 Uzbekistan 99.03 2018
37 Singapore 99.00 2017
38 Botswana 98.71 2013
39 Macao SAR, China 98.69 2018
40 Kenya 98.29 2008
41 Mozambique 97.96 2018
42 Myanmar 97.86 2016
43 Zambia 97.52 2017
44 Nepal 97.49 2017
45 Mexico 97.48 2016
46 Côte d'Ivoire 97.48 2018
47 Malaysia 97.24 2018
48 Hong Kong SAR, China 96.85 2018
49 Lao PDR 96.71 2018
50 El Salvador 96.10 2017
51 Trinidad and Tobago 95.82 2009
52 Colombia 95.75 2017
53 Kyrgyz Republic 95.44 2017
54 Rwanda 95.29 2018
55 Dem. Rep. Congo 95.11 2014
56 Georgia 95.02 2009
57 Dominican Republic 94.88 2017
58 Mongolia 94.72 2018
59 Costa Rica 94.56 2018
60 Puerto Rico 93.84 2016
61 Peru 93.51 2018
62 San Marino 93.33 2018
63 Paraguay 92.79 2012
64 Burkina Faso 92.41 2018
65 Mauritania 91.98 2018
66 Tonga 91.55 2015
67 Malawi 91.42 2013
68 Albania 90.91 2018
69 St. Lucia 90.71 2018
70 The Bahamas 90.58 2016
71 Fiji 89.39 2016
72 Ethiopia 88.93 2009
73 Syrian Arab Republic 88.61 2001
74 Eswatini 88.00 2017
75 Zimbabwe 87.72 2013
76 Congo 87.61 2012
77 Honduras 87.51 2004
78 Lesotho 87.49 2016
79 Ukraine 87.29 2018
80 Tuvalu 86.76 2018
81 Guinea 86.02 2016
82 Brunei 85.14 2018
83 Sri Lanka 85.13 2017
84 Seychelles 85.04 2018
85 Egypt 84.27 2018
86 Cameroon 82.75 2017
87 Kuwait 81.73 2015
88 Belize 80.85 2018
89 Uganda 79.40 2017
90 Barbados 79.16 2018
91 Nicaragua 78.97 2010
92 Armenia 77.92 2005
93 Senegal 76.83 2018
94 South Africa 75.57 2002
95 Solomon Islands 74.02 2018
96 Liberia 73.87 2017
97 Kiribati 73.27 2016
98 St. Kitts and Nevis 72.10 2016
99 Ecuador 71.89 2007
100 Nigeria 71.68 2010
101 Sierra Leone 70.91 2018
102 Guyana 70.54 2012
103 India 70.51 2017
104 Togo 69.92 2015
105 Benin 69.23 2018
106 Pakistan 68.74 2018
107 Bolivia 67.96 2017
108 Dominica 66.46 2016
109 Grenada 66.27 2017
110 Ghana 65.83 2018
111 Monaco 65.47 2019
112 St. Vincent and the Grenadines 62.60 2018
113 Serbia 59.85 2012
114 Guinea-Bissau 58.72 2010
115 Niger 55.17 2017
116 Antigua and Barbuda 54.26 2018
117 Angola 51.45 2011
118 Bangladesh 51.18 2017
119 Eritrea 49.03 2017
120 Qatar 45.20 2009
121 Equatorial Guinea 40.56 2015
122 São Tomé and Principe 31.76 2017
123 Madagascar 18.19 2018
124 Mali 4.45 2018

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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