Eritrea vs Least developed countries: Pupil-qualified teacher ratio in lower secondary
Pupil-qualified teacher ratio in lower secondary over time
- Eritrea
- Least developed countries
How they compare
Eritrea currently reports 46.1 headcount basis against 34.72 headcount basis in Least developed countries, a difference of 11.38 headcount basis.
That makes Eritrea's figure about 1.3 times Least developed countries's.
Across all 5 years both countries report, Eritrea has been ahead every year.
Eritrea ranks 1st and Least developed countries ranks 1st of 31 countries.
Eritrea 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, Eritrea or Least developed countries?
- Eritrea, at 46.1 headcount basis against 34.72 headcount basis in Least developed countries as of 2018.
- What is the difference in pupil-qualified teacher ratio in lower secondary between Eritrea and Least developed countries?
- 11.38 headcount basis, with Eritrea ahead.
- How many years of comparable data are there for Eritrea and Least developed countries?
- 5 years are reported by both, from 2013 to 2018.
- How do Eritrea and Least developed countries rank globally for pupil-qualified teacher ratio in lower secondary?
- Eritrea ranks 1st and Least developed countries ranks 1st 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.