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 Bahrain 100.00 2018
1 The Gambia 100.00 2018
1 Cayman Islands 100.00 2018
1 Kazakhstan 100.00 2018
1 Cuba 100.00 2018
1 Morocco 100.00 2018
1 Saudi Arabia 100.00 2014
1 Djibouti 100.00 2015
1 Thailand 100.00 2017
1 Bhutan 100.00 2018
1 Papua New Guinea 100.00 2012
1 Croatia 100.00 2003
1 Andorra 100.00 2018
1 Burundi 100.00 2018
1 Fiji 100.00 2012
1 Oman 100.00 2018
1 Philippines 100.00 2017
1 United Arab Emirates 100.00 2016
1 Iraq 100.00 2004
1 Jamaica 100.00 2018
1 Seychelles 100.00 2018
1 Tunisia 100.00 2018
1 Côte d'Ivoire 100.00 2018
1 Jordan 100.00 2018
1 Kuwait 100.00 2004
26 Botswana 99.11 2007
27 Singapore 99.00 2017
28 Cambodia 98.92 2002
29 Mauritania 98.68 2017
30 Ukraine 98.08 2018
31 Kenya 98.03 2008
32 Colombia 97.82 2017
33 Iran 97.24 2017
34 Uzbekistan 96.71 2018
35 Hong Kong SAR, China 96.59 2018
36 Costa Rica 96.13 2018
37 Moldova 95.87 2018
38 Lao PDR 95.68 2018
39 Panama 95.21 2014
40 Belarus 95.11 2018
41 Cabo Verde 94.82 2018
42 Malaysia 92.75 2018
43 Georgia 92.34 2009
44 El Salvador 90.79 2017
45 Guinea 90.63 2008
46 Macao SAR, China 89.78 2018
47 Peru 89.49 2018
48 Azerbaijan 89.38 2018
49 Dominican Republic 89.27 2017
50 Brunei 86.04 2018
51 Lesotho 86.03 2016
52 Myanmar 85.89 2017
53 Mongolia 85.73 2018
54 Mozambique 84.66 2015
55 Puerto Rico 84.03 2016
56 Eritrea 82.49 2013
57 Nepal 82.32 2015
58 The Bahamas 81.29 2016
59 Sri Lanka 80.61 2017
60 Mali 80.05 2008
61 Egypt 79.86 2018
62 Paraguay 78.42 2012
63 Solomon Islands 75.47 2015
64 India 74.88 2017
65 Ghana 74.78 2018
66 Eswatini 74.50 2015
67 Senegal 72.85 2016
68 Qatar 72.49 2011
69 Zimbabwe 71.16 2013
70 St. Lucia 70.39 2018
71 Tuvalu 66.67 2018
72 Ecuador 64.38 2007
73 Bangladesh 63.85 2017
74 Ethiopia 63.43 2008
75 Rwanda 61.92 2018
76 Liberia 61.78 2015
77 Malawi 60.68 2013
78 Burkina Faso 59.69 2018
79 Kiribati 59.65 2008
80 Honduras 59.17 2004
81 Tonga 59.04 2015
82 Mauritius 58.75 2018
83 Belize 56.31 2018
84 Congo 55.47 2012
85 St. Kitts and Nevis 55.28 2016
86 Bolivia 54.48 2017
87 Angola 49.77 2015
88 Guyana 49.46 2010
89 Cameroon 48.62 2016
90 Barbados 48.25 2018
91 Sierra Leone 48.15 2018
92 Nigeria 45.91 2010
93 Antigua and Barbuda 45.37 2018
94 Central African Republic 44.81 2016
95 Nicaragua 44.68 2010
96 Chad 44.01 2016
97 Nauru 42.86 2007
98 Dominica 41.06 2016
99 Grenada 39.16 2017
100 Serbia 33.60 2011
101 St. Vincent and the Grenadines 28.44 2018
102 São Tomé and Principe 25.92 2015
103 Equatorial Guinea 25.51 2005
104 Dem. Rep. Congo 23.68 2014
105 Madagascar 17.72 2018
106 Benin 17.61 2016
107 Kyrgyz Republic 16.17 2017
108 Niger 10.33 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