Trained teachers in lower secondary education, male (% of male 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 Cuba 100.00 2015
1 Saudi Arabia 100.00 2014
1 Jordan 100.00 2014
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 Mongolia 100.00 2007
1 Oman 100.00 2001
1 Andorra 100.00 2012
1 Burundi 100.00 2015
1 Fiji 100.00 2012
1 Cambodia 100.00 2015
1 United Arab Emirates 100.00 2015
1 Iraq 100.00 2004
1 Iran 100.00 2015
1 Croatia 100.00 2003
19 Moldova 99.42 2015
20 Lao PDR 99.37 2015
21 Vietnam 99.34 2015
22 Colombia 98.63 2014
23 Myanmar 98.35 2010
24 Belarus 98.00 2015
25 Cayman Islands 97.96 2012
26 Lebanon 97.78 2014
27 Kenya 97.73 2008
28 Costa Rica 96.80 2015
29 The Gambia 96.67 2016
30 Tonga 94.72 1998
31 Puerto Rico 93.99 2014
32 Panama 93.16 2014
33 Georgia 91.92 2009
34 El Salvador 91.80 2015
35 Brunei 89.97 2015
36 Zambia 89.72 2012
37 Singapore 89.57 2009
38 Nepal 88.95 2016
39 Guinea 88.54 2008
40 Kiribati 87.74 2014
41 Macao SAR, China 85.14 2015
42 Eritrea 85.06 2013
43 Nigeria 84.33 2010
44 Mozambique 84.32 2013
45 Paraguay 84.20 2012
46 Comoros 81.79 2011
47 Bahrain 81.04 2015
48 The Bahamas 80.87 2009
49 Solomon Islands 79.83 2015
50 Dominican Republic 78.42 2012
51 Pakistan 75.73 2015
52 Kuwait 75.69 2012
53 Cabo Verde 71.72 2014
54 Ethiopia 71.10 2011
55 Mali 70.67 2011
56 Ecuador 70.13 2016
57 Ghana 67.39 2016
58 St. Vincent and the Grenadines 65.36 2010
59 Liberia 62.54 2015
60 St. Lucia 60.94 2014
61 Honduras 60.08 2004
62 Egypt 60.06 2014
63 Qatar 60.04 2008
64 Sri Lanka 58.09 2015
65 Bangladesh 54.82 2013
66 Guyana 53.75 2009
67 St. Kitts and Nevis 50.56 2012
68 Nicaragua 49.58 2008
69 Burkina Faso 48.57 2009
70 Cameroon 45.58 2015
71 Congo 44.36 2012
72 Palau 42.86 2016
73 Dominica 42.25 2014
74 Belize 39.17 2015
75 Benin 38.62 2000
76 Trinidad and Tobago 38.19 2009
77 Grenada 36.31 2015
78 Sierra Leone 35.51 2015
79 Antigua and Barbuda 32.56 2010
80 Serbia 30.09 2012
81 São Tomé and Principe 21.30 2016
82 Vanuatu 21.12 2015
83 Madagascar 20.21 2014
84 Niger 15.01 2015
85 Suriname 13.61 2015
86 Equatorial Guinea 11.21 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