Proportion of teachers with the minimum required qualifications in in Bangladesh
Bangladesh: Proportion of teachers with the minimum required qualifications in was 55.0% in 2019. ▲ Rising
Proportion of teachers with the minimum required qualifications in in Bangladesh, 1998–2019
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
In 2019, proportion of teachers with the minimum required qualifications in in Bangladesh stood at 55.0%.
That represents a change of down 4.2% over ten years.
Over the whole period, proportion of teachers with the minimum required qualifications in in Bangladesh peaked at 59.7% in 2011 and was at its lowest, 35.5%, in 2001.
That places Bangladesh 52nd out of 59 countries with data for 2019, putting it in the bottom quarter.
The long-run direction has been consistently rising across the 15 years of available data.
Proportion of teachers with the minimum required qualifications in in Bangladesh, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 36.2% | — |
| 1999 | 36.3% | +0.1% |
| 2000 | 36.8% | +1.5% |
| 2001 | 35.5% | -3.6% |
| 2002 | 37.1% | +4.4% |
| 2003 | 37.0% | -0.3% |
| 2004 | 37.6% | +1.8% |
| 2007 | 44.5% | +18.3% |
| 2008 | 57.1% | +28.4% |
| 2009 | 57.4% | +0.5% |
| 2010 | 58.5% | +1.8% |
| 2011 | 59.7% | +2.0% |
| 2012 | 59.7% | -0.0% |
| 2013 | 59.6% | -0.1% |
| 2019 | 55.0% | -7.7% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 36.3% | 36.2% | 36.3% | 2 |
| 2000s | 42.9% | 35.5% | 57.4% | 8 |
| 2010s | 58.5% | 55.0% | 59.7% | 5 |
Countries ranked near Bangladesh
More education data for Bangladesh
- Enrolment in tertiary education, all programmes, both sexes (number) -0.7423 % change on previous year (2024)
- Teachers in primary education, female (number), gaps filled 252,704 (2024)
- Teachers in primary education, male (number), gaps filled 130,920 (2024)
- Enrolment in tertiary education, all programmes, female (number) 1.81 million (2024)
- Enrolment in tertiary education, all programmes, female (number) -0.1782 % change on previous year (2024)
- Enrolment in tertiary education, all programmes, male (number), gaps 2.14 million (2024)
- Enrolment in tertiary education, all programmes, male (number) -1.22 % change on previous year (2024)
- Theoretical duration of primary education (years), annual growth rate 0 % change on previous year (2025)
- Theoretical duration of pre-primary education (years), annual growth 0 % change on previous year (2025)
- Start of the academic school year (pre-primary to post-secondary non) 0.0494 % change on previous year (2025)
Frequently asked questions
- What is proportion of teachers with the minimum required qualifications in in Bangladesh?
- Proportion of teachers with the minimum required qualifications in in Bangladesh was 55.0% in 2019, according to UNESCO Institute for Statistics.
- What is the highest proportion of teachers with the minimum required qualifications in recorded in Bangladesh?
- The highest recorded value was 59.7% in 2011.
- What is the lowest proportion of teachers with the minimum required qualifications in recorded in Bangladesh?
- The lowest recorded value was 35.5% in 2001.
- How does Bangladesh rank for proportion of teachers with the minimum required qualifications in?
- Bangladesh ranks 52nd out of 59 countries with data for 2019.
- Is proportion of teachers with the minimum required qualifications in rising or falling in Bangladesh?
- Over the last ten years it is down 4.2%. The long-run trend across the full record is rising.
- Where does this Bangladesh data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Proportion of teachers with the minimum required qualifications in lower secondary education, both sexes (%). Statizoid updates them automatically from the source API.
Download this data
CSV · JSON — 15 observations, free to reuse under CC BY 4.0 (World Bank Open Data).
About this data
Number of teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the lower secondary level in the given country, expressed as a percentage of the total number of teachers at the lower secondary level.