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: 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 Jordan 100.00 2014
1 United Arab Emirates 100.00 2015
1 Iraq 100.00 2004
1 Bhutan 100.00 2016
1 Papua New Guinea 100.00 2012
1 Fiji 100.00 2012
1 Andorra 100.00 2012
1 Burundi 100.00 2015
1 Mongolia 100.00 2007
1 Oman 100.00 2001
1 Cambodia 100.00 2015
1 Djibouti 100.00 2015
1 Mauritania 100.00 2015
1 Thailand 100.00 2015
1 Cuba 100.00 2015
1 Saudi Arabia 100.00 2014
1 Iran 100.00 2015
1 Croatia 100.00 2003
19 Vietnam 99.58 2015
20 Lao PDR 99.50 2015
21 Cayman Islands 99.00 2012
22 Colombia 98.99 2014
23 Moldova 98.94 2015
24 Lebanon 98.51 2014
25 Belarus 98.00 2015
26 The Gambia 96.80 2016
27 Costa Rica 96.75 2015
28 Kenya 96.23 2009
29 Georgia 94.59 2009
30 Puerto Rico 94.00 2014
31 Tajikistan 93.95 2003
32 Panama 93.77 2014
33 El Salvador 93.49 2015
34 Myanmar 93.25 2014
35 Zambia 92.65 2012
36 Brunei 92.25 2015
37 Singapore 91.58 2009
38 Tonga 90.85 1998
39 Mexico 89.81 2010
40 Nepal 89.16 2016
41 The Bahamas 89.00 2010
42 Guinea 88.85 2008
43 Macao SAR, China 87.29 2015
44 Kiribati 86.74 2014
45 Paraguay 85.91 2012
46 Eritrea 85.74 2013
47 Mozambique 85.24 2013
48 Dominican Republic 85.24 2012
49 Nigeria 85.01 2010
50 Bahrain 82.66 2015
51 Solomon Islands 80.33 2015
52 Kuwait 79.14 2012
53 Comoros 77.89 2011
54 Cabo Verde 77.25 2014
55 Ecuador 75.30 2016
56 Mali 72.45 2011
57 St. Lucia 71.78 2014
58 Ghana 71.11 2016
59 Ethiopia 65.81 2011
60 Honduras 65.37 2004
61 Egypt 65.02 2014
62 St. Vincent and the Grenadines 64.30 2010
63 Liberia 62.49 2015
64 Pakistan 61.20 2015
65 Bangladesh 59.61 2013
66 Palau 59.26 2016
67 Sri Lanka 57.25 2015
68 Nicaragua 57.15 2008
69 Guyana 56.62 2009
70 Qatar 54.73 2008
71 St. Kitts and Nevis 53.33 2012
72 Cameroon 50.03 2015
73 Burkina Faso 49.89 2009
74 Belize 49.88 2015
75 Congo 47.90 2012
76 Dominica 46.15 2014
77 Serbia 42.51 2012
78 Grenada 41.96 2015
79 Trinidad and Tobago 40.38 2009
80 Benin 39.21 2000
81 Antigua and Barbuda 38.21 2010
82 Sierra Leone 36.82 2015
83 Madagascar 21.93 2014
84 Vanuatu 21.47 2015
85 São Tomé and Principe 20.22 2016
86 Niger 15.01 2015
87 Suriname 13.41 2015
88 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: 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