| Code | SE.SEC.TCAQ.MA.ZS |
| Indicator Name | Trained teachers in secondary education, male (% of male teachers) |
| Short 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. |
| Long 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 | Data API, UN Educational, Scientific and Cultural Organization (UNESCO), uri: https://databrowser.uis.unesco.org/resources, note: The data are obtained through the UIS API. Detailed documentation is available at: https://api.uis.unesco.org/api/public/documentation/, publisher: UNESCO Institute for Statistics (UIS), type: Bulk file, date accessed: 2025-09-22, date published: 2025-09 |
| Topic | Education: Inputs |
| Dataset | WDI |
| Unit of measure | % of male teachers in secondary education |
| Periodicity | Annual |
| Reference period | 1998-2023 |
| Aggregation method | Weighted average |
| Statistical concept and methodology | 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).
Statistical concept(s): This indicator quantifies the proportion of educators within the teaching workforce who have received comprehensive pedagogical training. A high percentage signifies that a substantial majority of students are instructed by teachers equipped with the necessary pedagogical skills and training to teach effectively. The role of teachers is pivotal in upholding the standard of education delivered. Optimal educational outcomes are achieved when all teachers are provided with sufficient, pertinent, and targeted pedagogical training, enabling them to teach at their designated educational level. Moreover, it is crucial that teachers possess the academic qualifications required to competently cover the subject matter they are tasked with teaching. |
| Development relevance | The proportion of trained educators is indicative of a nation's dedication to the enhancement of its educational workforce, and the expansion of this metric is a specific objective under Sustainable Development Goal target 4.c. Teachers serve as a crucial asset, particularly for first-generation learners within their families, who depend significantly on educators to gain fundamental literacy skills. Nonetheless, a surge in student enrollment can lead to a scarcity of qualified teachers. The allocation of funds for education plays a vital role in ensuring the proper distribution of teachers, as their salaries constitute a significant portion of educational expenditures. This scarcity of trained educators can lead to the employment of less qualified teachers in more disadvantaged regions. |
| 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. |
| License URL | https://datacatalog.worldbank.org/public-licenses#cc-by |
| License Type | CC BY-4.0 |
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