Arab World vs Gambia: Pupil-qualified teacher ratio in lower secondary
Pupil-qualified teacher ratio in lower secondary over time
- Arab World
- Gambia
How they compare
Gambia currently reports 20.67 headcount basis against 18.66 headcount basis in Arab World, a difference of 2.01 headcount basis.
That makes Gambia's figure about 1.1 times Arab World's.
Across all 6 years both countries report, Gambia has been ahead every year.
Arab World ranks 13th and Gambia ranks 12th of 21 groups.
Gambia has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-qualified teacher ratio in lower secondary, Arab World or Gambia?
- Gambia, at 20.67 headcount basis against 18.66 headcount basis in Arab World as of 2019.
- What is the difference in pupil-qualified teacher ratio in lower secondary between Arab World and Gambia?
- 2.01 headcount basis, with Gambia ahead.
- How many years of comparable data are there for Arab World and Gambia?
- 6 years are reported by both, from 2014 to 2019.
- How do Arab World and Gambia rank globally for pupil-qualified teacher ratio in lower secondary?
- Arab World ranks 13th and Gambia ranks 12th of 21 groups.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Pupil-qualified teacher ratio in lower secondary (headcount basis). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Average number of pupils per qualified teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of qualified teachers at the same level. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. This is usually related to the subject(s) they teach. In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to ‘full-time equivalent’ teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.