What is the difference in pupil-qualified teacher ratio in lower secondary between Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) and Sri Lanka?

0.65 headcount basis, with Sri Lanka ahead.

How many years of comparable data are there for Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) and Sri Lanka?

5 years are reported by both, from 2013 to 2018.

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.

Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) vs Sri Lanka: Pupil-qualified teacher ratio in lower secondary

Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD)

20.17 headcount basis

in 2019

Sri Lanka

20.82 headcount basis

in 2018

Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) rank

9th

Sri Lanka rank

11th

Pupil-qualified teacher ratio in lower secondary over time

Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD)
Sri Lanka

How they compare

Sri Lanka currently reports 20.82 headcount basis against 20.17 headcount basis in Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD), a difference of 0.65 headcount basis.

The two have swapped places 1 time across 5 shared years of data; in 2013 it was Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) ahead.

Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) ranks 9th and Sri Lanka ranks 11th of 22 groups.

Sri Lanka 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, Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) or Sri Lanka?: Sri Lanka, at 20.82 headcount basis against 20.17 headcount basis in Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) as of 2018.
What is the difference in pupil-qualified teacher ratio in lower secondary between Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) and Sri Lanka?: 0.65 headcount basis, with Sri Lanka ahead.
How many years of comparable data are there for Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) and Sri Lanka?: 5 years are reported by both, from 2013 to 2018.
How do Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) and Sri Lanka rank globally for pupil-qualified teacher ratio in lower secondary?: Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) ranks 9th and Sri Lanka ranks 11th 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.

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Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) vs Sri Lanka: Pupil-qualified teacher ratio in lower secondary. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 15 September 2026, from https://reference.statizoid.com/compare/pupil-qualified-teacher-ratio-in-lower-secondary-headcount-basis/middle-east-north-africa-afghanistan-and-pakistan-ida-and-ibrd/sri-lanka/

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About this data

Indicator: Pupil-qualified teacher ratio in lower secondary (headcount basis)
Unit: headcount basis
Source: UNESCO Institute for Statistics
Licence: CC BY 4.0 (World Bank Open Data)
Coverage: 53 places, 324 data points, 2009–2020
Last refreshed: 04 September 2026

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.