- Name
- Percentage of teachers in (i) pre-primary (ii) primary, (iii) lower secondary and (iv) upper secondary education who have received at least the minimum organized teacher (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level.
- Indicator purpose
- The purpose of this indicator is to measure the number of trained teachers.
- Abstract
- The indicator measures the percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary education) who have received at least the minimum organized pedagogical teacher training pre-service and in-service required for teaching at the relevant level in a given country.
- Contact organization / person
- Ministry of Education
- Unit of measure
- Percentage (%)
- Other characteristics
- Teachers play a key role in ensuring the quality of education provided. Ideally all teachers should receive adequate, appropriate and relevant pedagogical training to teach at the chosen level of education and be academically well-qualified in the subject(s) they are expected to teach. This indicator measures the share of the teaching work force which is pedagogically well-trained. A high value indicates that students are being taught by teachers who are pedagogically well-trained to teach.
- Classification used
- A teacher is trained if they have received at least the minimum organized pedagogical teacher training pre-service and in-service required for teaching at the relevant level in a given country.
- Disaggregation
- is by sex, level of education and type of institution (public/private).
- Key statistical concepts
- PTTn = TTn
where:
PTTn = percentage of trained teachers at level n of education;
TTn = trained teachers at level n of education;
Tn = total teachers at level n of education;
n = 02 (pre-primary), 1 (primary), 2 (lower secondary), 3 (upper secondary) and 23 (secondary)
- Recommended uses
- This indicator can used by the Ministry of Education to track the number of qualified teachers in a given level of education.
- Other comments
- It is important to note that national minimum training requirements can vary widely from one country to the next. This variability between countries lessens the usefulness of global tracking because the indicator would only show the percent reaching national standards, not whether teachers in different countries have similar levels of training. Further work would be required if a common standard for teacher training is to be applied across countries.
- Target 2030
- 4.c. By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
