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

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: UNESCO Institute for Statistics (http://uis.unesco.org/)

See also: Thematic map, Time series comparison

Find indicator:
Rank Country Value Year
1 Djibouti 100.00 2015
1 Morocco 100.00 2020
1 Tunisia 100.00 2020
4 Cabo Verde 98.23 2019
5 Kenya 97.73 2008
6 Mozambique 96.94 2020
7 The Gambia 95.09 2019
8 Mauritania 94.14 2019
9 Zambia 89.72 2012
10 Guinea 88.54 2008
11 Eritrea 85.06 2013
12 Egypt 82.82 2019
13 Comoros 81.79 2011
14 Senegal 80.00 2020
15 Burundi 75.88 2019
16 Nigeria 72.67 2018
17 Ethiopia 71.10 2011
18 Sierra Leone 70.22 2019
19 Ghana 70.09 2018
20 Rwanda 66.77 2018
21 Burkina Faso 63.72 2020
22 Liberia 62.54 2015
23 Mali 53.83 2018
24 Angola 50.73 2015
25 Cameroon 45.58 2015
26 Congo 44.36 2012
27 Chad 39.47 2016
28 Benin 38.62 2000
29 São Tomé and Principe 21.30 2016
30 Madagascar 18.25 2019
31 Niger 13.41 2010
32 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: 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