Trained teachers in secondary education (% of total 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 The Gambia 100.00 2018
1 Cuba 100.00 2018
1 Morocco 100.00 2018
1 Saudi Arabia 100.00 2014
1 South Africa 100.00 2016
1 Andorra 100.00 2018
1 Burundi 100.00 2018
1 Fiji 100.00 2012
1 Croatia 100.00 2003
1 Djibouti 100.00 2015
1 Thailand 100.00 2017
1 Côte d'Ivoire 100.00 2018
1 Jordan 100.00 2018
1 Cayman Islands 100.00 2018
1 Kazakhstan 100.00 2018
1 Bahrain 100.00 2018
1 Kuwait 100.00 2008
1 Oman 100.00 2018
1 Philippines 100.00 2017
1 Bhutan 100.00 2018
1 Papua New Guinea 100.00 2012
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
27 Cambodia 99.36 2007
28 Botswana 99.12 2007
29 Singapore 99.00 2017
30 Moldova 98.36 2018
31 Colombia 98.34 2017
32 Iran 97.53 2017
33 Uzbekistan 97.28 2018
34 Mauritania 97.21 2017
35 Hong Kong SAR, China 97.00 2018
36 Belarus 96.61 2018
37 Costa Rica 96.05 2018
38 Cabo Verde 96.01 2018
39 Lao PDR 95.87 2018
40 Panama 95.71 2014
41 Georgia 94.72 2009
42 Ukraine 93.44 2018
43 Malaysia 93.44 2018
44 Myanmar 93.03 2017
45 El Salvador 92.56 2017
46 Kenya 92.34 2009
47 Mexico 92.15 2016
48 Tajikistan 92.12 2004
49 Azerbaijan 91.90 2018
50 Macao SAR, China 91.35 2018
51 Guinea 90.81 2008
52 Peru 90.52 2018
53 Dominican Republic 89.87 2017
54 Syrian Arab Republic 89.78 1999
55 Brunei 89.08 2018
56 Mongolia 88.89 2018
57 Lesotho 88.86 2016
58 Nepal 88.70 2017
59 Mozambique 84.93 2015
60 The Bahamas 84.84 2016
61 Puerto Rico 84.02 2016
62 Eritrea 83.21 2013
63 Sri Lanka 82.31 2017
64 Egypt 81.89 2018
65 Paraguay 81.00 2012
66 Mali 80.67 2008
67 Ghana 77.11 2018
68 Senegal 76.71 2016
69 India 76.48 2017
70 Solomon Islands 76.48 2015
71 Kyrgyz Republic 74.77 2017
72 St. Lucia 74.39 2018
73 Eswatini 73.23 2015
74 Zimbabwe 72.95 2013
75 Suriname 71.26 2015
76 Ecuador 70.52 2007
77 Qatar 66.62 2011
78 Bangladesh 66.45 2017
79 Malawi 65.62 2013
80 Tuvalu 65.08 2018
81 Honduras 64.40 2004
82 Ethiopia 64.10 2008
83 Rwanda 62.62 2018
84 Kiribati 62.05 2008
85 Liberia 61.72 2015
86 St. Kitts and Nevis 61.67 2016
87 Belize 61.29 2018
88 Burkina Faso 59.75 2018
89 Congo 59.21 2012
90 Tonga 58.66 2015
91 Guyana 57.36 2010
92 Bolivia 56.56 2017
93 Cameroon 53.91 2016
94 Mauritius 53.11 2018
95 Nicaragua 52.57 2010
96 Angola 51.49 2015
97 Comoros 51.19 2003
98 Togo 50.27 2006
99 Sierra Leone 50.22 2018
100 Barbados 48.85 2018
101 Dominica 48.56 2016
102 Antigua and Barbuda 47.69 2018
103 Nigeria 45.93 2010
104 Central African Republic 45.35 2016
105 Grenada 44.59 2017
106 Chad 44.02 2016
107 Serbia 43.92 2011
108 São Tomé and Principe 36.40 2015
109 Nauru 36.36 2007
110 St. Vincent and the Grenadines 26.87 2018
111 Equatorial Guinea 24.72 2005
112 Dem. Rep. Congo 23.52 2014
113 Madagascar 20.17 2018
114 Benin 18.03 2016
115 Niger 10.57 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