Arab World vs Madagascar: Pupil-qualified teacher ratio in pre-primary education
Pupil-qualified teacher ratio in pre-primary education over time
- Arab World
- Madagascar
How they compare
Arab World currently reports 24.02 headcount basis against 22.58 headcount basis in Madagascar, a difference of 1.44 headcount basis.
That makes Arab World's figure about 1.1 times Madagascar's.
The two have swapped places 1 time across 6 shared years of data; in 2014 it was Madagascar ahead.
Arab World ranks 12th and Madagascar ranks 10th of 25 groups.
Madagascar has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-qualified teacher ratio in pre-primary education, Arab World or Madagascar?
- Arab World, at 24.02 headcount basis against 22.58 headcount basis in Madagascar as of 2019.
- What is the difference in pupil-qualified teacher ratio in pre-primary education between Arab World and Madagascar?
- 1.44 headcount basis, with Arab World ahead.
- How many years of comparable data are there for Arab World and Madagascar?
- 6 years are reported by both, from 2014 to 2019.
- How do Arab World and Madagascar rank globally for pupil-qualified teacher ratio in pre-primary education?
- Arab World ranks 12th and Madagascar ranks 10th of 25 groups.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Pupil-qualified teacher ratio in pre-primary education (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.