IBRD only vs Saudi Arabia: Pupil-qualified teacher ratio in lower secondary
Pupil-qualified teacher ratio in lower secondary over time
- IBRD only
- Saudi Arabia
How they compare
IBRD only currently reports 16.87 headcount basis against 13.21 headcount basis in Saudi Arabia, a difference of 3.66 headcount basis.
That makes IBRD only's figure about 1.3 times Saudi Arabia's.
Across all 6 years both countries report, IBRD only has been ahead every year.
IBRD only ranks 17th and Saudi Arabia ranks 19th of 22 groups.
IBRD only 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, IBRD only or Saudi Arabia?
- IBRD only, at 16.87 headcount basis against 13.21 headcount basis in Saudi Arabia as of 2019.
- What is the difference in pupil-qualified teacher ratio in lower secondary between IBRD only and Saudi Arabia?
- 3.66 headcount basis, with IBRD only ahead.
- How many years of comparable data are there for IBRD only and Saudi Arabia?
- 6 years are reported by both, from 2014 to 2019.
- How do IBRD only and Saudi Arabia rank globally for pupil-qualified teacher ratio in lower secondary?
- IBRD only ranks 17th and Saudi Arabia ranks 19th of 22 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.
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.