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

Definition: Trained teachers in lower secondary education are the percentage of lower secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.

Source: United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.

See also: Thematic map, Time series comparison

Find indicator:
Rank Country Value Year
1 Cambodia 100.00 2015
1 Fiji 100.00 2012
1 Andorra 100.00 2012
1 Burundi 100.00 2015
1 Bhutan 100.00 2016
1 Papua New Guinea 100.00 2012
1 Djibouti 100.00 2015
1 Mauritania 100.00 2015
1 Thailand 100.00 2015
1 United Arab Emirates 100.00 2015
1 Iraq 100.00 2004
1 Croatia 100.00 2003
1 Iran 100.00 2015
1 Cuba 100.00 2015
1 Saudi Arabia 100.00 2014
1 Jordan 100.00 2014
1 Mongolia 100.00 2007
1 Oman 100.00 2001
19 Vietnam 99.69 2015
20 Lao PDR 99.62 2015
21 Cayman Islands 99.50 2012
22 Colombia 99.29 2014
23 Congo 99.26 2012
24 Kenya 99.26 2008
25 Moldova 98.82 2015
26 Lebanon 98.81 2014
27 Myanmar 98.35 2010
28 Belarus 98.00 2015
29 The Gambia 97.21 2016
30 Costa Rica 96.71 2015
31 Zambia 95.55 2012
32 Georgia 95.01 2009
33 El Salvador 94.76 2015
34 Panama 94.14 2014
35 Puerto Rico 94.00 2014
36 Guinea 93.38 2008
37 Brunei 93.12 2015
38 Singapore 92.61 2009
39 Nepal 89.72 2016
40 Eritrea 88.99 2013
41 Mozambique 88.73 2013
42 Macao SAR, China 88.58 2015
43 Tonga 87.46 1998
44 Dominican Republic 86.92 2012
45 Paraguay 86.90 2012
46 Kiribati 86.04 2014
47 Nigeria 85.66 2010
48 Mali 84.51 2011
49 Cabo Verde 84.17 2014
50 Bahrain 83.82 2015
51 The Bahamas 83.25 2009
52 Kuwait 82.14 2012
53 Ghana 81.90 2016
54 Solomon Islands 81.34 2015
55 Bangladesh 78.89 2013
56 Ecuador 78.59 2016
57 St. Lucia 76.38 2014
58 Egypt 70.32 2014
59 Honduras 69.54 2004
60 Palau 65.00 2016
61 St. Vincent and the Grenadines 63.70 2010
62 Nicaragua 63.22 2008
63 Liberia 61.62 2015
64 Comoros 59.85 2011
65 Cameroon 59.10 2015
66 Guyana 57.84 2009
67 Burkina Faso 56.93 2009
68 Sri Lanka 56.92 2015
69 Belize 55.77 2015
70 St. Kitts and Nevis 54.97 2012
71 Pakistan 54.13 2015
72 Ethiopia 52.79 2011
73 Qatar 50.56 2008
74 Serbia 49.60 2012
75 Dominica 47.62 2014
76 Grenada 44.88 2015
77 Sierra Leone 44.68 2015
78 Benin 43.77 2000
79 Trinidad and Tobago 41.67 2009
80 Antigua and Barbuda 39.93 2010
81 Madagascar 24.03 2014
82 Vanuatu 21.97 2015
83 São Tomé and Principe 18.06 2016
84 Niger 15.01 2015
85 Suriname 13.36 2015
86 Equatorial Guinea 11.06 2015

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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: Each economy is classified based on the classification of World Bank Group's fiscal year 2017 (July 1, 2016-June 30, 2017).

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