This indicator measures the proportion of male educators in primary schools who have undergone the essential training necessary to qualify as teachers within their respective national frameworks. These trained professionals have typically completed a recognized program, either prior to entering the classroom or through targeted in-service training initiatives. The percentage reflects not only the commitment to educational standards but also highlights
gender dynamics within the teaching profession in primary education. A higher rate of trained male teachers can positively influence learning outcomes and contribute to a more balanced representation among educators. Moreover, this metric sheds light on broader issues related to teacher workforce development, equity in education, and the societal value placed on male participation in early childhood education.
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