Trained teachers in upper secondary education (% of total 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 Djibouti 100.00 2015
1 Thailand 100.00 2015
1 Mongolia 100.00 2006
1 Oman 100.00 2009
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 Kuwait 100.00 2008
1 Cuba 100.00 2015
1 Morocco 100.00 2008
1 Saudi Arabia 100.00 2014
1 Cabo Verde 100.00 2014
1 Papua New Guinea 100.00 2012
1 Jordan 100.00 2014
1 Iraq 100.00 2004
1 Iran 100.00 2015
19 Cambodia 99.78 2007
20 Kenya 99.61 2012
21 Colombia 99.25 2014
22 Lebanon 99.19 2014
23 Cayman Islands 99.08 2012
24 Mauritania 99.02 2015
25 Lao PDR 98.97 2015
26 Panama 98.08 2014
27 Costa Rica 95.58 2015
28 Myanmar 95.16 2014
29 Mozambique 95.06 2013
30 Georgia 94.84 2009
31 Yemen 94.55 2013
32 Guinea 94.46 2008
33 Tajikistan 94.35 2003
34 Puerto Rico 94.00 2014
35 Dominican Republic 92.86 2012
36 Mexico 92.81 2010
37 Syrian Arab Republic 91.70 2013
38 Singapore 91.68 2009
39 Nepal 91.64 2016
40 Belarus 91.47 2015
41 Brunei 90.10 2015
42 El Salvador 90.05 2015
43 The Bahamas 89.00 2010
44 Ghana 87.89 2016
45 Macao SAR, China 87.44 2015
46 São Tomé and Principe 87.06 2011
47 Congo 84.22 2012
48 Mali 83.80 2008
49 Bahrain 83.65 2015
50 Eritrea 80.01 2013
51 Paraguay 75.44 2012
52 Ecuador 72.92 2016
53 Bhutan 72.16 2008
54 St. Lucia 71.05 2014
55 Sudan 67.54 2013
56 Solomon Islands 62.99 2015
57 Nicaragua 62.45 2008
58 Honduras 61.58 2008
59 Egypt 61.51 2014
60 St. Vincent and the Grenadines 60.70 2010
61 Liberia 59.88 2015
62 Cameroon 57.03 2015
63 Bangladesh 56.19 2013
64 Somalia 54.20 2007
65 St. Kitts and Nevis 52.88 2012
66 Qatar 50.95 2008
67 Burkina Faso 50.36 2009
68 Guyana 49.94 2009
69 Antigua and Barbuda 48.31 2010
70 Dominica 46.48 2014
71 Comoros 44.83 2003
72 Sierra Leone 41.89 2015
73 Grenada 41.67 2015
74 Belize 39.61 2015
75 Tonga 37.89 1998
76 Serbia 37.18 2012
77 Suriname 35.00 2015
78 Kiribati 33.60 2008
79 Benin 33.25 2000
80 Vanuatu 20.47 2015
81 Nigeria 18.53 2010
82 Madagascar 17.39 2014
83 Niger 15.01 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