Early-demographic dividend vs Thailand: Pupil-qualified teacher ratio in lower secondary
Pupil-qualified teacher ratio in lower secondary over time
- Early-demographic dividend
- Thailand
How they compare
Thailand currently reports 25.67 headcount basis against 21.48 headcount basis in Early-demographic dividend, a difference of 4.19 headcount basis.
That makes Thailand's figure about 1.2 times Early-demographic dividend's.
Across all 5 years both countries report, Thailand has been ahead every year.
Early-demographic dividend ranks 7th and Thailand ranks 8th of 21 groups.
Thailand 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, Early-demographic dividend or Thailand?
- Thailand, at 25.67 headcount basis against 21.48 headcount basis in Early-demographic dividend as of 2019.
- What is the difference in pupil-qualified teacher ratio in lower secondary between Early-demographic dividend and Thailand?
- 4.19 headcount basis, with Thailand ahead.
- How many years of comparable data are there for Early-demographic dividend and Thailand?
- 5 years are reported by both, from 2015 to 2019.
- How do Early-demographic dividend and Thailand rank globally for pupil-qualified teacher ratio in lower secondary?
- Early-demographic dividend ranks 7th and Thailand ranks 8th 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.
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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.