.png "Philippines Trained teachers in primary education (% of total teachers)")
| Data: | Trained teachers in primary education (% of total teachers) | ||||||||
| Year: | 1960 - 2013 | ||||||||
| Country: | Philippines | ||||||||
| Source: | World Bank (the information in this section is direct quotation from World Bank development data) | ||||||||
| Series Code: | SE.PRM.TCAQ.ZS | ||||||||
| Topic: | Education: Inputs | ||||||||
| Short Definition: | 0 | ||||||||
| Long Definition: | Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in their country. | ||||||||
| Unit of Measurement: | 0 | ||||||||
| Periodicity: | Annual | ||||||||
| Base Period: | 0 | ||||||||
| Reference Period: | 0 | ||||||||
| Aggregation method: | Weighted average | ||||||||
| 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. | ||||||||
| Notes from original source: | 0 | ||||||||
| General Comments: | 0 | ||||||||
| Original Source: | United Nations Educational, Scientific, and Cultural Organization, special data collection for the Education for All Initiative. | ||||||||
| Statistical concept and methodology: | 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 in primary education reveals a country's commitment to investing in
the development of its human capital engaged in teaching. It is calculated by dividing the number of trained teachers in primary education, divided by total number of teachers in primary education and multiplied by 100. Aggregate data are estimates by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics (UIS). Data on education are collected by the UIS from official responses to its annual education survey. All the data published by the UIS are mapped to the International Standard Classification of Education 1997 (ISCED97). This classification system ensures the comparability of education programs at the international level. UNESCO developed the ISCED to facilitate comparisons of education statistics and indicators of different countries on the basis of uniform and internationally agreed definitions. First developed in the 1970s, the current version was formally adopted in November 1997. 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). |
||||||||
| Development relevance: | 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. | ||||||||
