Education · St. Lucia
Yearly data from 2001 to 2023, from the World Bank.
St. Lucia's trained teachers in primary education, female (% of female teachers) was 81.29% in 2023, the latest year in the World Bank's World Development Indicators.
| Value | Year | |
|---|---|---|
| Latest | 81.29% | 2023 |
| Highest | 90.26% | 2008 |
| Lowest | 73.74% | 2001 |
| Average since 2019 | 85.75% | 2019–2023 |
| First recorded | 73.74% | 2001 |
Since 2001 it is up 7.55 percentage points from 73.74% in 2001. The World Bank has no value for 7 of the years in between; the chart leaves those gaps open rather than joining across them.
In 2023, St. Lucia's trained teachers in primary education, female (% of female teachers) fell 2.6 percentage points on 2022 (from 83.9% to 81.29%).
Across the 12 yearly changes before that (2004 to 2022), the average change was +0.8 percentage points and a typical year strayed about 3.61 percentage points from that (the standard deviation). This year's change was 0.9 standard deviations below that average, so it was an ordinary year: it sits within the range of normal year-to-year movement.
On record, the biggest yearly rise was 7.73 percentage points in 2008 and the biggest yearly fall was 4.22 percentage points in 2006. The numbers show how large and when, not why; for the cause, look at what happened in that country in those years.
Worked out from the yearly values above. How the checks work: standard deviation, z-scores and straight-line trends.
In 2023, St. Lucia had the 10th highest value of the 13 economies reporting that year. Higher is not always better: for some indicators the lowest value is the one to aim for. See the full ranking.
| Value | Year | |
|---|---|---|
| St. Lucia | 81.29% | 2023 |
| World | 83% | 2024 |
| Latin America & Caribbean | 83.3% | 2024 |
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.
| Year | Trained teachers in primary education, female (% of female teachers) |
|---|---|
| 2023 | 81.29 |
| 2022 | 83.9 |
| 2021 | 85.47 |
| 2020 | 88.71 |
| 2019 | 89.41 |
| 2018 | no data |
| 2017 | no data |
| 2016 | no data |
| 2015 | no data |
| 2014 | no data |
| 2013 | no data |
| 2012 | 89.82 |
| 2011 | 88.4 |
| 2010 | 87.53 |
| 2009 | 88.36 |
| 2008 | 90.26 |
| 2007 | 82.53 |
| 2006 | 76.91 |
| 2005 | 81.13 |
| 2004 | 78.39 |
| 2003 | 74.68 |
| 2002 | no data |
| 2001 | 73.74 |
Every indicator for St. Lucia is on the St. Lucia data page.
World Bank, World Development Indicators, indicator SE.PRM.TCAQ.FE.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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