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

Definition: Trained teachers in upper secondary education are the percentage of upper 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 Iran 100.00 2015
1 Cuba 100.00 2015
1 Morocco 100.00 2008
1 Saudi Arabia 100.00 2014
1 Jordan 100.00 2014
1 Kuwait 100.00 2005
1 Burundi 100.00 2015
1 Fiji 100.00 2012
1 Samoa 100.00 2014
1 Ethiopia 100.00 2015
1 Croatia 100.00 2003
1 Cambodia 100.00 2007
1 Mongolia 100.00 2006
1 Oman 100.00 2009
1 Djibouti 100.00 2015
1 Mauritania 100.00 2015
1 Thailand 100.00 2015
1 Bhutan 100.00 1999
1 Cabo Verde 100.00 2014
1 Papua New Guinea 100.00 2012
1 Iraq 100.00 2004
22 Kenya 99.74 2012
23 Colombia 99.43 2014
24 Lebanon 99.36 2014
25 Cayman Islands 99.09 2012
26 Panama 98.57 2014
27 Ghana 96.87 2016
28 Mozambique 96.52 2013
29 Costa Rica 95.55 2015
30 Georgia 95.21 2009
31 Tonga 94.96 1998
32 Myanmar 94.73 2014
33 Guinea 94.31 2008
34 São Tomé and Principe 94.12 2011
35 Puerto Rico 94.00 2014
36 Yemen 93.84 2013
37 Dominican Republic 93.54 2012
38 Congo 93.40 2012
39 Singapore 92.83 2009
40 Lao PDR 92.28 2006
41 Belarus 92.23 2015
42 El Salvador 91.45 2015
43 Syrian Arab Republic 91.31 2013
44 Brunei 90.82 2015
45 The Bahamas 89.68 2009
46 Macao SAR, China 88.40 2015
47 Bahrain 85.61 2015
48 Eritrea 83.66 2013
49 Nepal 81.37 2015
50 Mali 79.47 2008
51 Ecuador 77.59 2016
52 Paraguay 77.52 2012
53 St. Lucia 75.51 2014
54 Sudan 68.41 2013
55 Nicaragua 68.10 2008
56 Solomon Islands 68.00 2015
57 Cameroon 67.75 2015
58 Honduras 66.30 2008
59 Egypt 65.45 2014
60 St. Vincent and the Grenadines 61.08 2010
61 Liberia 58.24 2015
62 St. Kitts and Nevis 55.81 2012
63 Burkina Faso 55.14 2009
64 Qatar 55.02 2008
65 Somalia 54.36 2007
66 Bangladesh 54.14 2013
67 Guyana 53.48 2009
68 Dominica 48.13 2014
69 Antigua and Barbuda 47.91 2010
70 Belize 45.00 2015
71 Grenada 44.13 2015
72 Sierra Leone 43.46 2015
73 Serbia 41.24 2012
74 Benin 37.26 2000
75 Kiribati 34.62 2008
76 Suriname 32.74 2015
77 Madagascar 17.27 2014
78 Vanuatu 15.71 2015
79 Nigeria 15.29 2010
80 Niger 15.05 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