Trained teachers in primary education (% of total 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 Djibouti 100.00 2018
1 Thailand 100.00 2017
1 Jordan 100.00 2018
1 Bhutan 100.00 2018
1 Gabon 100.00 2003
1 Nauru 100.00 2016
1 Uruguay 100.00 2017
1 Vanuatu 100.00 2007
1 Cuba 100.00 2018
1 Morocco 100.00 2018
1 Saudi Arabia 100.00 2018
1 Bahrain 100.00 2018
1 Andorra 100.00 2018
1 Burundi 100.00 2018
1 Cayman Islands 100.00 2018
1 Kazakhstan 100.00 2018
1 Cambodia 100.00 2018
1 The Gambia 100.00 2018
1 Oman 100.00 2018
1 Philippines 100.00 2017
1 United Arab Emirates 100.00 2016
1 Iraq 100.00 2004
1 Jamaica 100.00 2018
1 Mauritius 100.00 2018
1 Algeria 100.00 2015
1 Tajikistan 100.00 2017
1 Tunisia 100.00 2018
1 Croatia 100.00 2003
30 Vietnam 99.87 2018
31 Côte d'Ivoire 99.68 2018
32 Belarus 99.55 2018
33 Azerbaijan 99.52 2018
34 Panama 99.24 2017
35 Tanzania 99.20 2016
36 Uzbekistan 99.03 2018
37 Singapore 99.00 2017
38 Moldova 98.98 2018
39 Suriname 98.95 2018
40 Zambia 98.75 2017
41 Botswana 98.64 2013
42 Cabo Verde 98.55 2018
43 Macao SAR, China 98.52 2018
44 Myanmar 97.82 2016
45 Malaysia 97.30 2018
46 Nepal 97.28 2017
47 Mozambique 97.25 2018
48 Lao PDR 97.02 2018
49 Kenya 96.81 2009
50 Mexico 96.57 2016
51 Hong Kong SAR, China 96.55 2018
52 Kyrgyz Republic 95.43 2017
53 El Salvador 95.42 2017
54 Dominican Republic 94.86 2017
55 Peru 94.74 2018
56 Colombia 94.72 2017
57 Dem. Rep. Congo 94.62 2014
58 Georgia 94.59 2009
59 Rwanda 94.40 2018
60 Costa Rica 94.36 2018
61 Mongolia 93.27 2018
62 Puerto Rico 92.58 2016
63 Tonga 92.48 2015
64 Paraguay 92.08 2012
65 Mauritania 91.20 2018
66 Malawi 90.81 2013
67 San Marino 90.20 2018
68 Fiji 90.09 2016
69 The Bahamas 90.07 2016
70 Albania 89.92 2018
71 St. Lucia 88.95 2018
72 Syrian Arab Republic 88.39 2002
73 Trinidad and Tobago 88.00 2009
74 Eswatini 87.71 2017
75 Burkina Faso 87.58 2018
76 Ukraine 87.30 2018
77 Honduras 87.21 2004
78 Lesotho 86.53 2016
79 Brunei 86.41 2018
80 Zimbabwe 85.86 2013
81 Sri Lanka 85.48 2017
82 Seychelles 84.98 2018
83 Ethiopia 84.61 2009
84 Egypt 82.72 2018
85 Cameroon 81.24 2017
86 Congo 80.32 2012
87 Tuvalu 80.00 2018
88 Uganda 79.59 2017
89 Senegal 79.36 2018
90 Belize 79.23 2018
91 Kuwait 78.93 2015
92 Pakistan 78.26 2018
93 South Africa 77.92 2002
94 Armenia 77.46 2005
95 Barbados 76.47 2018
96 Solomon Islands 76.07 2018
97 Guinea 75.36 2016
98 Nicaragua 74.86 2010
99 Togo 73.33 2015
100 Kiribati 72.71 2016
101 St. Kitts and Nevis 72.01 2016
102 Ecuador 71.65 2007
103 Benin 70.43 2018
104 Liberia 70.17 2017
105 India 69.83 2017
106 Guyana 69.65 2012
107 Nigeria 66.15 2010
108 Niger 66.01 2017
109 Dominica 65.71 2016
110 Chad 64.98 2013
111 Grenada 64.06 2017
112 Monaco 63.53 2019
113 St. Vincent and the Grenadines 61.07 2018
114 Sierra Leone 60.92 2018
115 Ghana 60.41 2018
116 Bolivia 58.18 2017
117 Serbia 55.73 2012
118 Comoros 55.15 2011
119 Antigua and Barbuda 52.82 2018
120 Bangladesh 50.43 2017
121 Qatar 48.89 2009
122 Angola 47.49 2011
123 Eritrea 40.87 2017
124 Guinea-Bissau 38.93 2010
125 Equatorial Guinea 37.23 2015
126 São Tomé and Principe 27.41 2017
127 Madagascar 14.71 2018
128 Mali 5.35 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