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 United Arab Emirates 100.00 2020
1 Iraq 100.00 2004
1 Croatia 100.00 2003
1 Mongolia 100.00 2007
1 Nauru 100.00 2016
1 Oman 100.00 2019
1 Philippines 100.00 2019
1 Qatar 100.00 2020
1 Tunisia 100.00 2020
1 Andorra 100.00 2012
1 Bahrain 100.00 2020
1 Cuba 100.00 2020
1 Cayman Islands 100.00 2020
1 Djibouti 100.00 2015
1 Bhutan 100.00 2020
1 Spain 100.00 2019
1 Fiji 100.00 2012
1 Iran 100.00 2017
1 Jordan 100.00 2020
1 Cambodia 100.00 2020
1 Latvia 100.00 2019
1 Morocco 100.00 2020
1 Moldova 100.00 2020
1 Papua New Guinea 100.00 2012
1 Poland 100.00 2019
1 Saudi Arabia 100.00 2020
1 Thailand 100.00 2020
28 Vietnam 99.89 2020
29 Azerbaijan 99.66 2020
30 Lao PDR 99.46 2020
31 Colombia 99.11 2019
32 Uzbekistan 99.01 2017
33 Belarus 98.72 2018
34 Mozambique 97.05 2020
35 Kenya 96.81 2009
36 Costa Rica 96.76 2020
37 Slovak Republic 96.40 2014
38 Cabo Verde 95.61 2019
39 The Gambia 95.31 2019
40 Georgia 94.59 2009
41 Panama 94.02 2017
42 Tajikistan 93.95 2003
43 Solomon Islands 93.92 2019
44 El Salvador 93.16 2018
45 Macao SAR, China 93.02 2020
46 Mauritania 93.01 2019
47 Zambia 92.65 2012
48 Tonga 90.85 1998
49 Mexico 90.65 2012
50 Myanmar 89.54 2018
51 Brunei 89.52 2019
52 Guinea 88.85 2008
53 Dominican Republic 88.11 2015
54 Suriname 86.59 2018
55 Nepal 85.99 2020
56 Paraguay 85.91 2012
57 Kiribati 85.85 2020
58 Eritrea 85.74 2013
59 Egypt 84.54 2019
60 Puerto Rico 84.02 2016
61 Senegal 81.34 2020
62 The Bahamas 80.98 2018
63 Sri Lanka 80.77 2019
64 Kuwait 79.14 2012
65 India 78.93 2020
66 Comoros 77.89 2011
67 Ecuador 77.66 2020
68 Nigeria 76.31 2018
69 Armenia 75.12 2020
70 Monaco 75.11 2021
71 Ghana 73.13 2018
72 Uruguay 72.09 2018
73 Sierra Leone 71.88 2020
74 Burundi 70.37 2019
75 Belize 70.34 2020
76 Tuvalu 67.11 2018
77 Rwanda 67.01 2018
78 Ethiopia 65.81 2011
79 St. Lucia 65.45 2012
80 Honduras 65.37 2004
81 St. Vincent and the Grenadines 64.30 2010
82 Burkina Faso 63.98 2020
83 Liberia 62.49 2015
84 Bangladesh 62.17 2020
85 Pakistan 58.59 2019
86 Nicaragua 57.15 2008
87 Guyana 56.62 2009
88 Mali 55.41 2018
89 Angola 53.53 2015
90 St. Kitts and Nevis 53.33 2012
91 Serbia 53.05 2011
92 Barbados 52.19 2020
93 Albania 51.33 2020
94 Cameroon 50.03 2015
95 Dominica 48.38 2016
96 Congo 47.90 2012
97 Grenada 46.12 2018
98 Trinidad and Tobago 40.38 2009
99 Chad 39.51 2016
100 Benin 39.21 2000
101 Antigua and Barbuda 38.21 2010
102 Madagascar 21.86 2019
103 Vanuatu 21.47 2015
104 São Tomé and Principe 20.22 2016
105 Niger 13.69 2010
106 Equatorial Guinea 11.19 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