Barbados vs Other small states: Pupil-qualified teacher ratio in lower secondary
Pupil-qualified teacher ratio in lower secondary over time
- Barbados
- Other small states
How they compare
Barbados currently reports 20.23 headcount basis against 18.37 headcount basis in Other small states, a difference of 1.86 headcount basis.
That makes Barbados's figure about 1.1 times Other small states's.
Across all 5 years both countries report, Barbados has been ahead every year.
Barbados ranks 13th and Other small states ranks 14th of 31 countries.
Barbados 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, Barbados or Other small states?
- Barbados, at 20.23 headcount basis against 18.37 headcount basis in Other small states as of 2019.
- What is the difference in pupil-qualified teacher ratio in lower secondary between Barbados and Other small states?
- 1.86 headcount basis, with Barbados ahead.
- How many years of comparable data are there for Barbados and Other small states?
- 5 years are reported by both, from 2015 to 2019.
- How do Barbados and Other small states rank globally for pupil-qualified teacher ratio in lower secondary?
- Barbados ranks 13th and Other small states ranks 14th of 31 countries.
- 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.