Teacher teaching



Reported data indicate that sub-Saharan Africa is the region with the lowest percentage of teachers meeting national standards: 57% in pre-primary (vs 83% in Latin America and the Caribbean), 67% in primary (vs 85% in Northern Africa and Western Asia) and 61% in secondary education (vs 78% in Central and Southern Asia). Hence, pupil/trained teacher ratios are almost twice as high in sub-Saharan Africa as the global average, despite a little improvement since 2015.

Even qualified teachers may not be qualified for the specific subject they teach. Teaching out of field is prevalent in much of the world. In at least 40 education systems that participated in the 2018 Teaching and Learning International Survey, over 10% of lower secondary school science teachers had received no formal education or training in the subject. The same is true for mathematics teachers. In Georgia and Saudi Arabia, less than 60% of science and mathematics teachers have received training in their subjects as part of their formal education. Out-of-field teaching raises equity concerns, as not everyone is equally likely to be, or to be taught by, an out-of-field teacher, which is often more common in rural locations and schools serving less advantaged students.

teacher teaching


Setting commitments: National SDG 4 benchmarks to transform education
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New UIS estimates on the teacher salary indicator, which examines how teachers fare relative to other professions requiring a comparable level of qualification, show that average differences between teachers at different education levels within the same country are generally small compared with differences between countries. In high-income countries, where most evidence comes from, teachers tend to be paid less well than comparable professionals in other sectors.