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Table C.2.08. IEA: Percentage of fourth-grade students by reading teachers' formal education, teacher certification, and jurisdiction: 2006

Jurisdiction Percentage of students by teachers’ highest level of formal education   Percentage of students taught by certified teachers
University degree   College or
university
program1
of 2 or 3 years
  Completed
upper-secondary
school
  Did not complete
upper-secondary
school
 
Percent   s.e.   Percent   s.e.   Percent   s.e.   Percent   s.e.   Percent   s.e.
International average 62   0.4   29   0.4   8   0.3   1   0.1   97   0.2
                                       
Austria 4 ! 1.4   94   1.8       #     100   #
Belgium (Flemish) 5   1.3   95   1.3   #     #     100   #
Belgium (French) #     100   #   #     #     98   0.7
Bulgaria 81   3.5   19   3.5   #     #     100   #
Canada, Alberta 100   #   #     #     #     100   #
                                       
Canada, British Columbia2 98   1.2       #     #     100   #
Canada, Nova Scotia 90   2.2   10   2.2   #     #     100   0.2
Canada, Ontario 98   1.2       #     #     100   #
Canada, Quebec 100   0.2   #     #     #     96   1.5
Chinese Taipei 96   1.7   4 ! 1.7   #     #     98   1.4
                                       
Denmark 93   2.5   5 ! 1.9       #     92   2.3
England 86   3.1   13   3.1   1   #   #     100   #
France 78   2.8   4 ! 1.3   18   2.6   #     92   1.9
Georgia 99   0.4   #     1 ! 0.4   #     93   1.9
Germany 75   3.0   24   2.9   #         99   0.6
                                       
Hong Kong SAR3 67   3.6   31   3.5   3 ! 1.3   #     98   1.1
Hungary 100   #   #     #     #     99   0.5
Iceland 88   0.3   7   0.2   4   0.2   1   #   92   0.2
Indonesia 16   2.8   59   3.7   23   3.4       96   1.9
Iran, Islamic Rep. of 26   3.5   40   4.1   34   3.9   #     72   3.5
                                       
Israel 81   3.5   19   3.5   #     #     100   #
Italy 24   3.5   9   2.0   66   3.7   1   #   94   1.9
Kuwait 89   2.8   9   2.5   1   #       97   1.4
Latvia 83   3.0   17   3.0   #     #      
Lithuania 80   2.8   20   2.8   #     #     100   #
                                       
Luxembourg 5   0.1   85   0.2   10   0.1   #     100   #
Macedonia, Rep. of 42   3.8   50   3.6   7 ! 2.4       97   0.8
Moldova, Rep. of 59   4.2   40   4.1       #     96   1.6
Morocco 21   3.4   9   2.0   58   4.1   11   2.7   99   0.6
Netherlands 95   1.9   5 ! 1.9   #     #     100   0.4
                                       
New Zealand 71   2.6   29   2.6   #     #     100   #
Norway 93   1.6   6   1.5       #     100   0.4
Poland 98   0.8   2 ! 0.7   #     #     100   #
Qatar2 91   0.2   8   0.2   1   #   #     81   0.2
Romania 6   1.3   40   3.7   54   3.8   #     100   0.2
                                       
Russian Federation 70   3.3   30   3.2   #     #     100   #
Scotland 86   2.8   6 ! 2.0   8   2.0   #     100   #
Singapore 59   2.7   40   2.7       #     99   0.7
Slovak Republic 94   1.6   3 ! 1.3   3 ! 1.2   #     98   0.8
Slovenia 54   3.2   44   3.2       #     96   1.3
                                       
South Africa 33   3.1 2  63   3.2 2  3 ! 1.2 2    2  99   0.7
Spain 61   4.2   39   4.2   #     #      
Sweden 68   3.8   31   3.7   #     #     100   #
Trinidad and Tobago 14   3.0   68   4.2   19   3.4   #     97   1.2
United States 99   0.6       #     #     99   0.7
— Not available.
† Not applicable.
# Rounds to zero.
! Interpret data with caution. (Estimates are unstable.)
‡ Reporting standards not met.
1 Programs include technical, occupational, and vocational programs.
2 Data are available for 70 percent to 84 percent of the students.
3 Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.
NOTE: Background data are provided by teacher reports. Formal education classifications are based on the jurisdictions' categorizations to UNESCO's International Standard Classification of Education (Operation Manual for ISCED - 1997). The International average does not include the results from the Canadian provinces. Apparent differences may not be statistically significant. Standard error is noted by s.e. Detail may not sum to totals because of rounding.
SOURCE: Data from the International Association for the Evaluation of Educational Achievement (IEA), Progress in International Reading Literacy Study (PIRLS), 2006. Mullis, I.V.S., Martin, M.O., Kennedy, A.M., and Foy, P. (2007). PIRLS 2006 International Report, exhibit 6.1. Chestnut Hill, MA: Boston College PDF File (42MB).
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education