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

Definition: Trained teachers in secondary education are the percentage of 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 Jamaica 100.00 2020
1 Croatia 100.00 2003
1 Kuwait 100.00 2004
1 Oman 100.00 2020
1 Philippines 100.00 2019
1 Qatar 100.00 2020
1 Tunisia 100.00 2020
1 Andorra 100.00 2020
1 Burundi 100.00 2018
1 Bahrain 100.00 2020
1 Bhutan 100.00 2018
1 Côte d'Ivoire 100.00 2019
1 Cuba 100.00 2020
1 Djibouti 100.00 2015
1 Spain 100.00 2019
1 Fiji 100.00 2012
1 Jordan 100.00 2020
1 Kazakhstan 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 Cayman Islands 99.91 2020
29 Lao PDR 99.45 2020
30 Botswana 99.11 2007
31 Singapore 99.06 2019
32 Cambodia 98.92 2002
33 Colombia 98.89 2019
34 Ukraine 98.85 2020
35 Kenya 98.03 2008
36 Uzbekistan 97.72 2020
37 Mozambique 97.25 2020
38 Iran 97.24 2017
39 Costa Rica 96.72 2020
40 The Gambia 95.83 2019
41 Cabo Verde 95.64 2019
42 Panama 95.21 2014
43 Mexico 95.13 2018
44 Belarus 95.11 2018
45 Hong Kong SAR, China 95.05 2020
46 Mauritania 94.69 2019
47 Georgia 92.34 2009
48 Seychelles 92.31 2020
49 Zambia 92.31 2016
50 Macao SAR, China 91.38 2020
51 El Salvador 90.48 2018
52 Solomon Islands 88.04 2018
53 Myanmar 87.86 2018
54 Malaysia 87.29 2019
55 Bolivia 86.92 2018
56 Lesotho 86.03 2016
57 Monaco 85.44 2020
58 Nepal 84.96 2020
59 Mongolia 84.67 2019
60 Brunei 84.42 2020
61 Zimbabwe 84.29 2019
62 Puerto Rico 84.03 2016
63 Uganda 83.50 2017
64 Vanuatu 82.59 2017
65 Eritrea 82.49 2013
66 Pakistan 81.90 2017
67 Dominican Republic 81.81 2015
68 Egypt 81.21 2019
69 Mali 80.05 2008
70 India 79.44 2020
71 Paraguay 78.42 2012
72 Sri Lanka 77.18 2018
73 Ghana 74.78 2018
74 Eswatini 74.50 2015
75 The Bahamas 73.98 2018
76 Senegal 71.26 2020
77 Armenia 70.60 2020
78 Ecuador 69.94 2020
79 Sierra Leone 69.04 2015
80 Nigeria 66.86 2018
81 Tuvalu 66.67 2020
82 Rwanda 64.99 2019
83 Belize 64.37 2020
84 Burkina Faso 63.72 2020
85 St. Lucia 63.64 2015
86 Ethiopia 63.43 2008
87 Liberia 61.78 2015
88 Malawi 60.68 2013
89 Honduras 59.17 2004
90 Bangladesh 59.13 2020
91 Tonga 59.04 2015
92 Dem. Rep. Congo 58.00 2018
93 Mauritius 57.70 2021
94 St. Vincent and the Grenadines 57.66 2019
95 Albania 55.73 2020
96 Guyana 55.63 2012
97 Congo 55.47 2012
98 St. Kitts and Nevis 55.28 2016
99 Guinea 50.33 2016
100 Angola 49.77 2015
101 Barbados 49.65 2020
102 Kiribati 48.18 2012
103 Cameroon 47.81 2015
104 Grenada 46.40 2018
105 Antigua and Barbuda 45.37 2018
106 Central African Republic 44.81 2016
107 Nicaragua 44.68 2010
108 Chad 44.01 2016
109 Nauru 42.86 2007
110 São Tomé and Principe 41.65 2016
111 Serbia 33.60 2011
112 Benin 33.10 2020
113 Dominica 27.21 2020
114 Equatorial Guinea 25.51 2005
115 Madagascar 17.72 2018
116 Niger 16.57 2010
117 Kyrgyz Republic 16.17 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