Indicador 4.c.1 - Proporción de maestros en la enseñanza: a) preescolar; b) primaria; c) secundaria inferior y d) secundaria superior que han recibido al menos el mínimo de formación docente organizada (por ejemplo, formación pedagógica), requisitos de práctica previa a la docencia o durante su ejercicio para la enseñanza a un nivel dado en un país determinado
Percent of US public school pre-primary teachers with certification
Percent of US public school pre-primary teachers with certification
Global Metadata
Esta tabla proporciona información sobre los metadatos para los indicadores SDG definidos por el UNSC. Completa 4es proporcionada por la División de Estadística de las Naciones Unidas.
| SDG Indicator Name | Percentage of teachers in: (a) pre-primary (b) primary (c) lower secondary and (d) upper secondary education who have received at least the minimum organized teacher training (i.e. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country |
|---|---|
| SDG Target Addressed | By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States. |
| Definition of SDG Indicator | From UNESCO: The percentage of teachers by level of education taught (pre-primary, primary, lower secondary and upper secondary) who have received at least the minimum organized pedagogical teacher training pre-service and in-service required for teaching at the relevant level in a given country. The indicator should be calculated separately for public and private institutions. From OECD: Teachers (ISCED 2 level) were asked to indicate whether they had participated in any of the following activities 12 months prior to the survey: Courses/workshops (on subject matter or methods and/or other education-related topics). Education conferences or seminars (where teachers and/or researchers present their research results and discuss education problems). Observation visits to other schools. Observation visits to business premises, public organisations, or non-governmental organisations. In-service training courses in business premises, public organisations or non-governmental organisations. Qualification programmes (e.g. a degree programme). Participation in a network of teachers formed specifically for the professional development of teachers. Individual or collaborative research on a topic of professional interest. Mentoring and/or peer observation and coaching as part of a formal school arrangement |
| UN Designated Tier | 1 |
| UN Custodial Agency | UNESCO-UIS (Partnering Agencies: OECD) |
EE.UU Metadatos
This table provides metadata for the actual indicator available from U.S. statistics closest to the corresponding global SDG indicator. Please note that even when the global SDG indicator is fully available from U.S. statistics, this table should be consulted for information on national methodology and other US-specific metadata information
| Method of computation for global SDG indicator | Percentage of public schoool teachers who have regular certification or probationary certification (only require fulfillment of probationary employment period. |
|---|---|
| Graph Title | Percent of US public school pre-primary teachers with certification |
| Actual indicator available | Percentage of public elementary and secondary school teachers who have regular certification or probationary certification (only requiring fulfillment of a probationary employment period. |
| Description of actual indicator available | The Schools and Staffing Survey (SASS) was conducted by NCES seven times between 1987 through 2011. SASS was an integrated study public and private school districts, schools, principals, and teachers designed to provide descriptive data on the context of elementary and secondary education. SASS covered a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population. After 2011–12, NCES redesigned SASS and named it the National Teacher and Principal Survey (NTPS) to reflect the redesigned study's focus on the teacher and principal labor market and on the state of K-12 school staff. NCES first conducted NTPS in 2015–16 and released data in 2017. Variable name Description of variable pctteachers_prep Percent of public school teachers with certification, preprimary pctteachers_prim Percent of public school teachers with certification, primary pctteachers_lowersec Percent of public school teachers with certification, lower secondary pctteachers_uppersec Percent of public school teachers with certification, upper secondary pctteachers_multiple levels Percent of public school teachers with certification, multiple levels |
| Method of computation | Using nationally representative sample of public school teachers, percentage of teachers with regular or probationary certification. |
| Comments and limitations | Coverage of prekindergarten teachers is only partial. Many teachers teach more than one academic level, and included in the tabulation as multiple levels. |
| Periodicity | Data collected every 4 years |
| Time Period | 1999-2000, 2003-04, 2007-08, 2011-12, and 2015-16 |
| Unit of measure | Teacher |
| Disaggregation #1 (Industry or social categories) | Teacher level of instruction |
| Disaggregation #2 (Geographical coverage) | NA |
| Date of public data release from National source | 2017-8-15 |
| Date of last Update of This Page | 2017-10-13 |
| Scheduled Update by National source | 2019 |
| Scheduled Update by SDG Team | |
| Data Source1 (Agency STAFF NAME) | Tom Snyder |
| Data Source2 (Staff E-MAIL) | tom.snyder@ed.gov |
| Data Source3 (Agency/Survey/Dataset name) | National Center for Education Statistics, Schools and Staffing Survey; National Teacher and Principal Survey |
| Indicator web address (closest to data provided) | http://nces.ed.gov/surveys/sass/ and https://nces.ed.gov/surveys/ntps/ |
| International and National References |