G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T 2 0 1 6 Aid to teacher training tripled over 2002–2014 to US$251 million, equivalent to 2% of total direct aid to education. Least developed countries received 41% of total aid to teacher training and small island developing states 7%. FIG U R E 1 6: More than half of pre-primary and one-quarter of secondary school teachers in sub-Saharan Africa are not trained Percentage of trained teachers, by education level and region, 2014 100 90 80 Trained teachers (%) The global indicator for target 4.c – the percentage of teachers with minimum training – has wider coverage but lacks a benchmark with which to compare national standards. Even so, there is clear evidence that many teachers have not received the minimum training. In the Caribbean, 85% of primary school teachers are trained. In Northern Africa and Western Asia, 73% of pre-primary school teachers are trained. In sub-Saharan Africa, less than half of pre-primary and three quarters of upper secondary school teachers are trained. SUMMARY 70 60 50 40 30 20 10 0 Caucasus and Central Asia South-eastern Asia Pre-primary Northern Africa and Western Asia Primary Caribbean Sub-Saharan Africa Secondary Source: UIS database. TEACHER MOTIVATION AND SUPPORT How to motivate and support teachers is a major policy concern reflected in the Education 2030 Framework for Action. Collecting information directly from teachers on factors such as motivation and job satisfaction entails considerable challenges. The report looked at external factors, primarily related to government policy: induction and mentoring, continuous professional development, working conditions and remuneration. The 2013 Teaching and Learning International Survey found that about 25% of lower secondary school teachers with fewer than five years of experience said they had been assigned a mentor, dropping to 6% in Chile and 9% in Italy. A competitive remuneration package is an essential component of recruiting and retaining the best people to the profession. In the Dominican Republic, the average teacher earned about 70% as much as other professionals, while in Uruguay, teachers enjoyed a slight advantage. Overall, there is a long way to go before reliable data on salaries, working conditions and attrition can be captured. 55