China (People’s Republic of) vs Saudi Arabia: Pupil-qualified teacher ratio in lower secondary
Pupil-qualified teacher ratio in lower secondary over time
- China (People’s Republic of)
- Saudi Arabia
How they compare
Saudi Arabia currently reports 13.21 headcount basis against 12.86 headcount basis in China (People’s Republic of), a difference of 0.35 headcount basis.
The two have swapped places 1 time across 5 shared years of data; in 2015 it was China (People’s Republic of) ahead.
China (People’s Republic of) ranks 20th and Saudi Arabia ranks 19th of 31 countries.
China (People’s Republic of) 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, China (People’s Republic of) or Saudi Arabia?
- Saudi Arabia, at 13.21 headcount basis against 12.86 headcount basis in China (People’s Republic of) as of 2019.
- What is the difference in pupil-qualified teacher ratio in lower secondary between China (People’s Republic of) and Saudi Arabia?
- 0.35 headcount basis, with Saudi Arabia ahead.
- How many years of comparable data are there for China (People’s Republic of) and Saudi Arabia?
- 5 years are reported by both, from 2015 to 2019.
- How do China (People’s Republic of) and Saudi Arabia rank globally for pupil-qualified teacher ratio in lower secondary?
- China (People’s Republic of) ranks 20th and Saudi Arabia ranks 19th 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.
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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.