Trained teachers in upper secondary education (% of total teachers) - Country Ranking - Africa

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: UNESCO Institute for Statistics (http://uis.unesco.org/)

See also: Thematic map, Time series comparison

Find indicator:
Rank Country Value Year
1 Burundi 100.00 2018
1 Djibouti 100.00 2015
1 Morocco 100.00 2020
1 Tunisia 100.00 2020
5 Kenya 99.61 2012
6 Mozambique 97.87 2020
7 The Gambia 97.04 2019
8 Ethiopia 96.20 2019
9 Cabo Verde 95.58 2019
10 Guinea 94.46 2008
11 Mauritania 92.07 2019
12 São Tomé and Principe 87.06 2011
13 Ghana 85.15 2019
14 Congo 84.22 2012
15 Mali 83.80 2008
16 Egypt 81.19 2019
17 Eritrea 80.01 2013
18 Sierra Leone 74.87 2020
19 Rwanda 67.21 2019
20 Senegal 67.00 2020
21 Sudan 65.85 2018
22 Burkina Faso 63.99 2020
23 Liberia 59.88 2015
24 Nigeria 57.55 2018
25 Cameroon 57.03 2015
26 Somalia 54.20 2007
27 Chad 49.34 2016
28 Angola 46.69 2015
29 Benin 33.25 2000
30 Comoros 19.69 2017
31 Madagascar 15.89 2019
32 Niger 12.98 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