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

Definition: Trained teachers in secondary education are the percentage of secondary 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 Croatia 100.00 2003
1 The Gambia 100.00 2018
1 Kuwait 100.00 2004
1 Djibouti 100.00 2015
1 Thailand 100.00 2017
1 Côte d'Ivoire 100.00 2018
1 Jordan 100.00 2018
1 Bhutan 100.00 2018
1 Papua New Guinea 100.00 2012
1 Cuba 100.00 2018
1 Morocco 100.00 2018
1 Saudi Arabia 100.00 2014
1 United Arab Emirates 100.00 2016
1 Iraq 100.00 2004
1 Jamaica 100.00 2018
1 Seychelles 100.00 2018
1 Tunisia 100.00 2018
1 Bahrain 100.00 2018
1 Andorra 100.00 2018
1 Burundi 100.00 2018
1 Fiji 100.00 2012
1 Kazakhstan 100.00 2018
1 Cayman Islands 100.00 2018
1 Oman 100.00 2018
1 Philippines 100.00 2017
26 Cambodia 99.36 2002
27 Botswana 99.14 2007
28 Moldova 99.05 2018
29 Singapore 99.00 2017
30 Colombia 98.84 2017
31 Iran 97.77 2017
32 Uzbekistan 97.65 2018
33 Cabo Verde 97.36 2018
34 Hong Kong SAR, China 97.32 2018
35 Belarus 96.99 2018
36 Congo 96.23 2012
37 Lao PDR 96.07 2018
38 Panama 96.04 2014
39 Costa Rica 96.00 2018
40 Kenya 95.98 2008
41 Georgia 95.11 2009
42 Myanmar 94.15 2017
43 El Salvador 94.04 2017
44 Malaysia 93.77 2018
45 Guinea 93.67 2008
46 Azerbaijan 92.77 2018
47 Kyrgyz Republic 92.76 2017
48 Macao SAR, China 92.45 2018
49 Ukraine 92.32 2018
50 Peru 91.77 2018
51 Lesotho 91.22 2016
52 Brunei 90.50 2018
53 Dominican Republic 90.22 2017
54 Mongolia 90.05 2018
55 Senegal 87.15 2016
56 Eritrea 86.57 2013
57 The Bahamas 86.32 2016
58 Mali 86.08 2008
59 Mozambique 85.90 2015
60 Mauritania 85.82 2017
61 Egypt 84.11 2018
62 Ghana 84.02 2018
63 Puerto Rico 84.01 2016
64 Sri Lanka 83.04 2017
65 Paraguay 82.58 2012
66 Nepal 80.31 2015
67 Solomon Islands 78.55 2015
68 India 78.51 2017
69 Malawi 77.79 2013
70 Ecuador 76.73 2007
71 St. Lucia 75.99 2018
72 Bangladesh 75.69 2017
73 Zimbabwe 75.07 2013
74 Eswatini 71.95 2015
75 Honduras 68.74 2004
76 Ethiopia 66.95 2008
77 Kiribati 64.67 2008
78 St. Kitts and Nevis 64.48 2016
79 Rwanda 64.44 2018
80 Belize 64.23 2018
81 Cameroon 63.83 2016
82 Tuvalu 63.77 2018
83 Sierra Leone 63.69 2018
84 Qatar 61.83 2011
85 Guyana 61.05 2010
86 Liberia 60.70 2015
87 Burkina Faso 60.05 2018
88 Nicaragua 58.90 2010
89 Bolivia 58.46 2017
90 Tonga 58.37 2015
91 São Tomé and Principe 56.94 2015
92 Angola 55.69 2015
93 Dominica 51.36 2016
94 Serbia 49.79 2011
95 Mauritius 49.24 2018
96 Barbados 49.17 2018
97 Central African Republic 49.09 2016
98 Antigua and Barbuda 48.54 2018
99 Grenada 47.53 2017
100 Nigeria 45.96 2010
101 Chad 44.13 2016
102 Nauru 34.62 2007
103 St. Vincent and the Grenadines 26.14 2018
104 Madagascar 23.59 2018
105 Dem. Rep. Congo 22.35 2014
106 Benin 21.84 2016
107 Equatorial Guinea 16.07 2005
108 Niger 11.44 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