Ecuador vs Sri Lanka: Pupil-qualified teacher ratio in lower secondary
Pupil-qualified teacher ratio in lower secondary over time
- Ecuador
- Sri Lanka
How they compare
Ecuador currently reports 24.87 headcount basis against 20.82 headcount basis in Sri Lanka, a difference of 4.05 headcount basis.
That makes Ecuador's figure about 1.2 times Sri Lanka's.
Across all 5 years both countries report, Ecuador has been ahead every year.
Ecuador ranks 9th and Sri Lanka ranks 11th of 31 countries.
Ecuador 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, Ecuador or Sri Lanka?
- Ecuador, at 24.87 headcount basis against 20.82 headcount basis in Sri Lanka as of 2018.
- What is the difference in pupil-qualified teacher ratio in lower secondary between Ecuador and Sri Lanka?
- 4.05 headcount basis, with Ecuador ahead.
- How many years of comparable data are there for Ecuador and Sri Lanka?
- 5 years are reported by both, from 2013 to 2018.
- How do Ecuador and Sri Lanka rank globally for pupil-qualified teacher ratio in lower secondary?
- Ecuador ranks 9th and Sri Lanka ranks 11th 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.