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: 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 Iraq 100.00 2004
1 Côte d'Ivoire 100.00 2015
1 Jordan 100.00 2014
1 Kazakhstan 100.00 2016
1 Croatia 100.00 2003
1 Papua New Guinea 100.00 2012
1 Uzbekistan 100.00 2011
1 Andorra 100.00 2015
1 Burundi 100.00 2015
1 Fiji 100.00 2012
1 Djibouti 100.00 2015
1 Lesotho 100.00 2015
1 Thailand 100.00 2015
1 Kuwait 100.00 2008
1 Cuba 100.00 2015
1 Saudi Arabia 100.00 2014
1 Mongolia 100.00 2014
1 Oman 100.00 2001
1 Philippines 100.00 2013
21 Malaysia 100.00 2015
22 Mauritania 99.46 2015
23 Cambodia 99.36 2007
24 Lao PDR 99.34 2015
25 Botswana 99.12 2007
26 Colombia 99.07 2014
27 Cayman Islands 99.04 2012
28 Seychelles 98.87 2015
29 Lebanon 98.79 2014
30 Namibia 97.46 2007
31 Kenya 97.20 2008
32 Hong Kong SAR, China 96.57 2015
33 Costa Rica 96.32 2015
34 Belarus 96.04 2015
35 Panama 95.71 2014
36 Georgia 94.72 2009
37 Palau 94.44 2016
38 Puerto Rico 94.00 2014
39 Myanmar 93.83 2014
40 Tajikistan 92.12 2004
41 El Salvador 92.04 2015
42 Singapore 91.63 2009
43 Mexico 91.00 2010
44 Guinea 90.81 2008
45 Brunei 90.67 2015
46 Nepal 90.48 2016
47 Dominican Republic 89.85 2012
48 Syrian Arab Republic 89.78 1999
49 The Bahamas 89.00 2010
50 Macao SAR, China 87.37 2015
51 Cabo Verde 86.88 2014
52 Jamaica 85.21 2015
53 Mozambique 84.93 2015
54 Peru 84.86 2015
55 Bhutan 83.27 2008
56 Eritrea 83.21 2013
57 Bahrain 83.19 2015
58 Uganda 82.15 2004
59 Sri Lanka 82.11 2011
60 Paraguay 81.00 2012
61 Mali 80.67 2008
62 Solomon Islands 76.48 2015
63 Swaziland 76.31 2013
64 Kyrgyz Republic 76.26 2010
65 Ghana 75.75 2016
66 Ecuador 74.13 2016
67 Zimbabwe 72.95 2013
68 Antigua and Barbuda 72.75 2015
69 St. Lucia 71.50 2014
70 Qatar 66.62 2011
71 Malawi 65.62 2013
72 Honduras 64.40 2004
73 Ethiopia 64.10 2008
74 Egypt 63.30 2014
75 Kiribati 62.05 2008
76 Liberia 61.72 2015
77 Burkina Faso 59.96 2015
78 St. Kitts and Nevis 59.73 2015
79 Congo 59.21 2012
80 St. Vincent and the Grenadines 58.39 2015
81 Bangladesh 58.04 2013
82 Tonga 57.44 2014
83 Guyana 57.36 2010
84 Barbados 57.13 2006
85 Bolivia 57.11 2015
86 Cameroon 53.15 2015
87 Chad 53.03 2013
88 Nicaragua 52.57 2010
89 Rwanda 51.53 2015
90 Comoros 51.19 2003
91 Togo 50.27 2006
92 Senegal 48.17 2015
93 Belize 47.16 2015
94 Nigeria 45.93 2010
95 Dominica 45.38 2015
96 Grenada 41.84 2015
97 Serbia 39.96 2012
98 Sierra Leone 38.49 2015
99 São Tomé and Principe 36.40 2015
100 Nauru 36.36 2007
101 Mauritius 31.28 2015
102 Equatorial Guinea 24.72 2005
103 Dem. Rep. Congo 23.52 2014
104 Vanuatu 21.30 2015
105 Suriname 21.23 2015
106 Madagascar 20.68 2014
107 Benin 20.03 2015
108 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