Central Europe and the Baltics's trained teachers in primary education (% of total teachers) was 94.23% in 2020, the latest year in the World Bank's World Development Indicators. That is down 2.09 percentage points from 96.31% in 2010.
Key figures
| Value | Year | |
|---|---|---|
| Latest | 94.23% | 2020 |
| Five years earlier | 95.62% | 2015 |
| Ten years earlier | 96.31% | 2010 |
| Highest | 96.31% | 2010 |
| Lowest | 94.23% | 2020 |
| Average since 2011 | 95.54% | 2011–2020 |
| First recorded | 96.04% | 2009 |
What the numbers say
In 2020, Central Europe and the Baltics' trained teachers in primary education (% of total teachers) fell 1.48 percentage points on 2019 (from 95.71% to 94.23%).
Across the 10 yearly changes before that (2010 to 2019), the average change was −0.03 percentage points and a typical year strayed about 0.35 percentage points from that (the standard deviation). This year's change was 4.2 standard deviations below that average, so it was unusually large compared with the rest of the record.
On record, the biggest yearly rise was 0.68 percentage points in 2018 and the biggest yearly fall was 1.48 percentage points in 2020. The numbers show how large and when, not why; for the cause, look at what happened in that country in those years.
From 2011 to 2020 there is no clear straight-line trend: a straight line explains 25% of the movement over 10 observed years, so the value is moving around more than it is heading anywhere.
Worked out from the yearly values above. How the checks work: standard deviation, z-scores and straight-line trends.
How it compares
See how every economy compares in the full ranking.
| Value | Year | |
|---|---|---|
| Central Europe and the Baltics | 94.23% | 2020 |
| World | 82.21% | 2024 |
What this measures
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 a given country.
Limitations: 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.
Regional and income-group figures are computed by the World Bank as a weighted average.
All 12 values
| Year | Trained teachers in primary education (% of total teachers) |
|---|---|
| 2020 | 94.23 |
| 2019 | 95.71 |
| 2018 | 96.06 |
| 2017 | 95.38 |
| 2016 | 95.68 |
| 2015 | 95.62 |
| 2014 | 95.41 |
| 2013 | 95.65 |
| 2012 | 95.65 |
| 2011 | 96.04 |
| 2010 |
Trained teachers in primary education (% of total teachers) in nearby economies
More education data for Central Europe and the Baltics
- Primary education, duration (years) — 4 (2025)
- Secondary education, duration (years) — 8 (2025)
- Primary education, pupils — 4.52 million (2024)
- Lower secondary completion rate, female (% of relevant age group) — 103.75% (2024)
- Lower secondary completion rate, male (% of relevant age group) — 102.32% (2024)
- Lower secondary completion rate, total (% of relevant age group) — 103.01% (2024)
- Secondary education, pupils — 8.33 million (2024)
- Persistence to last grade of primary, total (% of cohort)
Reading data like this
Questions people ask
- What is Central Europe and the Baltics's trained teachers in primary education (% of total teachers)?
- 94.23% in 2020, according to the World Bank (World Development Indicators).
- How has it changed since 2009?
- It is down 1.81 percentage points from 96.04% in 2009. The highest value was 96.31% in 2010 and the lowest 94.23% in 2020.
- Is the latest change in trained teachers in primary education (% of total teachers) unusual for Central Europe and the Baltics?
- In 2020, Central Europe and the Baltics' trained teachers in primary education (% of total teachers) fell 1.48 percentage points on 2019 (from 95.71% to 94.23%). Across the 10 yearly changes before that (2010 to 2019), the average change was −0.03 percentage points and a typical year strayed about 0.35 percentage points from that (the standard deviation). This year's change was 4.2 standard deviations below that average, so it was unusually large compared with the rest of the record.
Source
World Bank, World Development Indicators, indicator SE.PRM.TCAQ.ZS, licensed CC BY 4.0. Original 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. Figures are fetched from the World Bank API and refreshed monthly; see the series on data.worldbank.org. The full definition and method are in the World Bank's metadata glossary. Comparisons use the same World Bank release.
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