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

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 United Arab Emirates 100.00 2020
1 Bahrain 100.00 2020
1 Bhutan 100.00 2020
1 Iran 100.00 2017
1 Iraq 100.00 2004
1 Jordan 100.00 2020
1 Kazakhstan 100.00 2020
1 Cambodia 100.00 2020
1 Oman 100.00 2020
1 Philippines 100.00 2019
1 Qatar 100.00 2020
1 Saudi Arabia 100.00 2020
1 Thailand 100.00 2020
1 Tajikistan 100.00 2017
15 Azerbaijan 99.86 2020
16 Vietnam 99.68 2020
17 Malaysia 99.24 2019
18 Uzbekistan 99.23 2020
19 Macao SAR, China 99.08 2020
20 Lao PDR 98.61 2020
21 Singapore 97.73 2019
22 Hong Kong SAR, China 96.02 2020
23 Nepal 95.97 2020
24 Kuwait 95.93 2020
25 Kyrgyz Republic 95.44 2017
26 Myanmar 95.08 2018
27 Georgia 95.02 2009
28 Mongolia 90.00 2019
29 Syrian Arab Republic 88.61 2001
30 Brunei 83.97 2020
31 Sri Lanka 82.96 2019
32 India 77.10 2020
33 Armenia 76.15 2020
34 Pakistan 70.09 2019
35 Bangladesh 51.18 2017

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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