Trained teachers in secondary education, female (% of female 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 Andorra 100.00 2020
1 Burundi 100.00 2018
1 Bahrain 100.00 2020
1 Bhutan 100.00 2018
1 Côte d'Ivoire 100.00 2019
1 Cuba 100.00 2020
1 Cayman Islands 100.00 2020
1 Djibouti 100.00 2015
1 Spain 100.00 2019
1 Fiji 100.00 2012
1 Jordan 100.00 2020
1 Kazakhstan 100.00 2020
1 Latvia 100.00 2019
1 Morocco 100.00 2020
1 Moldova 100.00 2020
1 Papua New Guinea 100.00 2012
1 Poland 100.00 2019
1 Saudi Arabia 100.00 2020
1 Thailand 100.00 2020
1 United Arab Emirates 100.00 2020
1 Croatia 100.00 2003
1 Iraq 100.00 2004
1 Jamaica 100.00 2020
1 Kuwait 100.00 2004
1 Oman 100.00 2020
1 Philippines 100.00 2019
1 Qatar 100.00 2020
1 Tunisia 100.00 2020
29 Uzbekistan 99.63 2020
30 Lao PDR 99.47 2020
31 Colombia 99.42 2019
32 Cambodia 99.36 2002
33 Botswana 99.14 2007
34 Iran 97.77 2017
35 Mozambique 97.49 2020
36 Singapore 97.23 2019
37 Belarus 96.99 2018
38 Costa Rica 96.66 2020
39 Hong Kong SAR, China 96.29 2020
40 Congo 96.23 2012
41 The Gambia 96.19 2019
42 Mexico 96.13 2018
43 Panama 96.04 2014
44 Kenya 95.98 2008
45 Cabo Verde 95.55 2019
46 Georgia 95.11 2009
47 Macao SAR, China 94.30 2020
48 El Salvador 94.09 2018
49 Ukraine 93.34 2020
50 Kyrgyz Republic 92.76 2017
51 Seychelles 91.25 2020
52 Lesotho 91.22 2016
53 Malaysia 91.01 2019
54 Bolivia 90.29 2018
55 Zimbabwe 89.57 2019
56 Myanmar 89.17 2018
57 Solomon Islands 88.72 2018
58 Mongolia 87.96 2019
59 Brunei 87.74 2020
60 Eritrea 86.57 2013
61 The Bahamas 86.28 2018
62 Pakistan 86.17 2017
63 Mali 86.08 2008
64 Uganda 85.63 2017
65 Egypt 84.75 2019
66 Ghana 84.02 2018
67 Puerto Rico 84.01 2016
68 Zambia 83.93 2016
69 Dominican Republic 83.30 2015
70 Paraguay 82.58 2012
71 India 81.12 2020
72 Vanuatu 80.14 2017
73 Sri Lanka 80.11 2018
74 Nepal 78.96 2020
75 Sierra Leone 78.55 2015
76 Ecuador 78.10 2020
77 Senegal 77.80 2020
78 Malawi 77.79 2013
79 Armenia 76.94 2020
80 Monaco 76.65 2020
81 Mauritania 75.57 2019
82 St. Lucia 75.21 2015
83 Belize 73.53 2020
84 Eswatini 71.95 2015
85 Bangladesh 68.85 2020
86 Honduras 68.74 2004
87 Ethiopia 66.95 2008
88 Nigeria 66.71 2018
89 Burkina Faso 65.27 2020
90 St. Vincent and the Grenadines 64.69 2019
91 St. Kitts and Nevis 64.48 2016
92 Cameroon 63.21 2015
93 Guyana 62.87 2012
94 Liberia 60.70 2015
95 Tuvalu 58.97 2020
96 Nicaragua 58.90 2010
97 Kiribati 58.78 2012
98 Tonga 58.37 2015
99 Dem. Rep. Congo 58.00 2018
100 Rwanda 57.43 2019
101 Angola 55.69 2015
102 Barbados 53.61 2020
103 Guinea 52.63 2016
104 Albania 50.82 2020
105 Serbia 49.79 2011
106 São Tomé and Principe 49.70 2016
107 Central African Republic 49.09 2016
108 Mauritius 48.55 2021
109 Antigua and Barbuda 48.54 2018
110 Grenada 46.22 2018
111 Chad 44.13 2016
112 Benin 40.34 2020
113 Nauru 34.62 2007
114 Dominica 29.12 2020
115 Madagascar 23.59 2018
116 Niger 16.65 2010
117 Equatorial Guinea 16.07 2005

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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