Laos vs Low & middle income: Pupil-qualified teacher ratio in lower secondary
Pupil-qualified teacher ratio in lower secondary over time
- Laos
- Low & middle income
How they compare
Laos currently reports 19.56 headcount basis against 18.68 headcount basis in Low & middle income, a difference of 0.88 headcount basis.
Across all 5 years both countries report, Laos has been ahead every year.
Laos ranks 14th and Low & middle income ranks 12th of 31 countries.
Laos 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, Laos or Low & middle income?
- Laos, at 19.56 headcount basis against 18.68 headcount basis in Low & middle income as of 2018.
- What is the difference in pupil-qualified teacher ratio in lower secondary between Laos and Low & middle income?
- 0.88 headcount basis, with Laos ahead.
- How many years of comparable data are there for Laos and Low & middle income?
- 5 years are reported by both, from 2014 to 2018.
- How do Laos and Low & middle income rank globally for pupil-qualified teacher ratio in lower secondary?
- Laos ranks 14th and Low & middle income ranks 12th 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.