Trained teachers in upper secondary education, male (% of male 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 Cuba 100.00 2015
1 Morocco 100.00 2008
1 Saudi Arabia 100.00 2014
1 Bhutan 100.00 1999
1 Cabo Verde 100.00 2014
1 Papua New Guinea 100.00 2012
1 Iran 100.00 2015
1 Iraq 100.00 2004
1 Djibouti 100.00 2015
1 Thailand 100.00 2015
1 Burundi 100.00 2015
1 Fiji 100.00 2012
1 Samoa 100.00 2014
1 Kuwait 100.00 2005
1 Ethiopia 100.00 2015
1 Croatia 100.00 2003
1 Jordan 100.00 2014
1 Mongolia 100.00 2006
1 Oman 100.00 2009
20 Cambodia 99.70 2007
21 Kenya 99.54 2012
22 Colombia 99.09 2014
23 Cayman Islands 99.06 2012
24 Lebanon 98.94 2014
25 Mauritania 98.90 2015
26 Panama 97.42 2014
27 Myanmar 97.20 2014
28 Costa Rica 95.62 2015
29 Yemen 94.83 2013
30 Mozambique 94.69 2013
31 Guinea 94.47 2008
32 Puerto Rico 94.00 2014
33 Georgia 92.72 2009
34 Syrian Arab Republic 92.12 2013
35 Dominican Republic 91.98 2012
36 Lao PDR 90.38 2006
37 Singapore 89.49 2009
38 Belarus 88.97 2015
39 Brunei 88.70 2015
40 El Salvador 88.62 2015
41 Macao SAR, China 86.18 2015
42 São Tomé and Principe 85.29 2011
43 Ghana 85.27 2016
44 The Bahamas 85.12 2009
45 Mali 84.16 2008
46 Nepal 83.37 2015
47 Congo 82.57 2012
48 Bahrain 81.16 2015
49 Eritrea 79.20 2013
50 Paraguay 72.14 2012
51 Ecuador 67.49 2016
52 Sudan 66.57 2013
53 Solomon Islands 60.77 2015
54 St. Lucia 60.48 2014
55 St. Vincent and the Grenadines 60.00 2010
56 Liberia 59.96 2015
57 Egypt 58.68 2014
58 Bangladesh 56.76 2013
59 Honduras 56.14 2008
60 Nicaragua 55.55 2008
61 Somalia 54.18 2007
62 Cameroon 50.75 2015
63 Burkina Faso 49.42 2009
64 Antigua and Barbuda 49.09 2010
65 St. Kitts and Nevis 48.10 2012
66 Qatar 45.92 2008
67 Guyana 42.75 2009
68 Dominica 42.03 2014
69 Sierra Leone 41.70 2015
70 Suriname 39.03 2015
71 Grenada 36.94 2015
72 Kiribati 32.88 2008
73 Benin 32.59 2000
74 Belize 32.03 2015
75 Serbia 30.07 2012
76 Tonga 26.47 1998
77 Vanuatu 23.76 2015
78 Nigeria 21.28 2010
79 Madagascar 17.47 2014
80 Niger 15.00 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