Trained teachers in primary education, male (% of male 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 Iran 100.00 2017
1 Cuba 100.00 2018
1 Morocco 100.00 2018
1 Saudi Arabia 100.00 2018
1 The Gambia 100.00 2018
1 Djibouti 100.00 2018
1 Thailand 100.00 2017
1 Andorra 100.00 2018
1 Burundi 100.00 2018
1 Zambia 100.00 2017
1 Cayman Islands 100.00 2018
1 Kazakhstan 100.00 2018
1 Cambodia 100.00 2018
1 Côte d'Ivoire 100.00 2018
1 Jordan 100.00 2018
1 Belarus 100.00 2018
1 Croatia 100.00 2003
1 Gabon 100.00 2003
1 Nauru 100.00 2016
1 Bahrain 100.00 2018
1 Bhutan 100.00 2018
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
31 Vietnam 99.75 2018
32 Panama 99.48 2017
33 Tanzania 99.19 2016
34 Uzbekistan 99.03 2018
35 Singapore 99.00 2017
36 Kenya 98.52 2008
37 Botswana 98.42 2013
38 Macao SAR, China 97.73 2018
39 Myanmar 97.65 2016
40 Malaysia 97.44 2018
41 Lao PDR 97.35 2018
42 Peru 97.28 2018
43 Nepal 97.11 2017
44 Cabo Verde 96.81 2018
45 Mozambique 96.65 2018
46 Azerbaijan 96.53 2018
47 Hong Kong SAR, China 95.56 2018
48 Kyrgyz Republic 95.05 2017
49 Tonga 94.93 2015
50 Dominican Republic 94.80 2017
51 Mexico 94.63 2016
52 Dem. Rep. Congo 94.43 2014
53 Costa Rica 93.64 2018
54 El Salvador 93.47 2017
55 Rwanda 93.32 2018
56 Suriname 93.09 2018
57 Georgia 91.91 2009
58 Moldova 91.55 2018
59 Colombia 91.22 2017
60 Fiji 91.09 2016
61 Brunei 90.86 2018
62 Mauritania 90.80 2018
63 Malawi 90.40 2013
64 Paraguay 90.32 2012
65 Pakistan 89.45 2018
66 Sri Lanka 87.88 2017
67 Ukraine 87.64 2018
68 South Africa 87.23 2002
69 Eswatini 87.09 2017
70 Syrian Arab Republic 86.58 2001
71 Honduras 86.32 2004
72 The Bahamas 85.35 2016
73 Seychelles 84.51 2018
74 Albania 84.37 2018
75 Puerto Rico 84.05 2016
76 Lesotho 83.63 2016
77 Zimbabwe 83.53 2013
78 Burkina Faso 83.27 2018
79 Ethiopia 81.96 2009
80 Senegal 80.57 2018
81 Egypt 80.24 2018
82 Uganda 79.73 2017
83 Cameroon 79.45 2017
84 Niger 78.35 2017
85 Solomon Islands 77.70 2018
86 St. Lucia 77.30 2018
87 Belize 74.46 2018
88 Togo 73.97 2015
89 Congo 71.93 2012
90 Ecuador 71.07 2007
91 St. Kitts and Nevis 70.97 2016
92 Benin 70.84 2018
93 Guinea 70.66 2016
94 Kiribati 70.25 2016
95 Liberia 69.33 2017
96 India 69.11 2017
97 Barbados 67.28 2018
98 Qatar 66.49 2009
99 Mongolia 65.76 2018
100 Guyana 62.74 2012
101 Nicaragua 61.10 2010
102 Nigeria 61.01 2010
103 Dominica 60.81 2016
104 Trinidad and Tobago 58.98 2009
105 Sierra Leone 56.71 2018
106 Ghana 56.55 2018
107 San Marino 55.00 2018
108 Grenada 54.94 2017
109 Monaco 54.84 2019
110 Kuwait 53.31 2015
111 St. Vincent and the Grenadines 53.06 2018
112 Tuvalu 52.94 2018
113 Bangladesh 49.24 2017
114 Angola 45.18 2011
115 Bolivia 39.16 2017
116 Antigua and Barbuda 35.94 2018
117 Eritrea 35.73 2017
118 Serbia 35.10 2012
119 Equatorial Guinea 34.57 2015
120 Guinea-Bissau 33.42 2010
121 Armenia 22.45 2005
122 São Tomé and Principe 22.12 2017
123 Madagascar 10.70 2018
124 Mali 5.77 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