Trained teachers in lower secondary education (% of total 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: UNESCO Institute for Statistics (http://uis.unesco.org/)

See also: Thematic map, Time series comparison

Find indicator:
Rank Country Value Year
1 The Gambia 100.00 2018
1 Croatia 100.00 2003
1 Iran 100.00 2017
1 Jordan 100.00 2018
1 Cuba 100.00 2018
1 Morocco 100.00 2018
1 Saudi Arabia 100.00 2014
1 Cayman Islands 100.00 2018
1 Cambodia 100.00 2018
1 Bhutan 100.00 2018
1 Papua New Guinea 100.00 2012
1 Andorra 100.00 2012
1 Burundi 100.00 2018
1 Fiji 100.00 2012
1 Bahrain 100.00 2018
1 San Marino 100.00 2018
1 Nauru 100.00 2016
1 Djibouti 100.00 2015
1 Mauritania 100.00 2015
1 Thailand 100.00 2015
1 United Arab Emirates 100.00 2016
1 Iraq 100.00 2004
1 Tunisia 100.00 2018
1 Mongolia 100.00 2007
1 Oman 100.00 2018
1 Philippines 100.00 2017
27 Azerbaijan 99.76 2018
28 Uzbekistan 99.15 2018
29 Vietnam 99.02 2018
30 Belarus 98.72 2018
31 Colombia 98.19 2017
32 Moldova 98.11 2018
33 Kenya 96.81 2009
34 Costa Rica 96.10 2018
35 Cabo Verde 95.80 2018
36 Lao PDR 94.75 2018
37 Georgia 94.59 2009
38 Panama 94.02 2017
39 Tajikistan 93.95 2003
40 Myanmar 93.56 2017
41 El Salvador 93.28 2017
42 Zambia 92.65 2012
43 Mexico 92.10 2015
44 Brunei 91.21 2018
45 Tonga 90.85 1998
46 Macao SAR, China 89.83 2018
47 Nepal 89.48 2017
48 Guinea 88.85 2008
49 Dominican Republic 88.11 2015
50 Kiribati 86.74 2014
51 Suriname 86.59 2018
52 Solomon Islands 86.56 2017
53 Paraguay 85.91 2012
54 Eritrea 85.74 2013
55 Mozambique 85.24 2013
56 Nigeria 85.01 2010
57 Sri Lanka 84.52 2017
58 Puerto Rico 84.02 2016
59 The Bahamas 83.33 2016
60 Egypt 83.27 2018
61 Kuwait 79.14 2012
62 Comoros 77.89 2011
63 India 76.58 2017
64 St. Lucia 75.49 2018
65 Ghana 73.13 2018
66 Ecuador 70.61 2007
67 Bangladesh 67.20 2016
68 Tuvalu 67.11 2018
69 Rwanda 67.01 2018
70 Monaco 66.53 2019
71 Ethiopia 65.81 2011
72 Honduras 65.37 2004
73 St. Vincent and the Grenadines 64.30 2010
74 Liberia 62.49 2015
75 Belize 62.37 2018
76 Burkina Faso 59.75 2018
77 Pakistan 58.51 2018
78 Nicaragua 57.15 2008
79 Guyana 56.62 2009
80 Albania 55.97 2018
81 Mali 55.41 2018
82 Qatar 54.73 2008
83 Sierra Leone 54.30 2018
84 Angola 53.53 2015
85 St. Kitts and Nevis 53.33 2012
86 Serbia 53.05 2011
87 Cameroon 51.06 2016
88 Barbados 48.81 2018
89 Dominica 48.38 2016
90 Congo 47.90 2012
91 Grenada 44.62 2017
92 Trinidad and Tobago 40.38 2009
93 Chad 39.51 2016
94 Benin 39.21 2000
95 Antigua and Barbuda 38.21 2010
96 Madagascar 22.38 2018
97 Vanuatu 21.47 2015
98 São Tomé and Principe 20.22 2016
99 Equatorial Guinea 11.19 2015
100 Niger 9.53 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