Belarus vs Late-demographic dividend: Pupil-qualified teacher ratio in pre-primary education
Pupil-qualified teacher ratio in pre-primary education over time
- Belarus
- Late-demographic dividend
How they compare
Late-demographic dividend currently reports 17.78 headcount basis against 17.04 headcount basis in Belarus, a difference of 0.74 headcount basis.
Across all 5 years both countries report, Late-demographic dividend has been ahead every year.
Belarus ranks 20th and Late-demographic dividend ranks 23rd of 35 countries.
Late-demographic dividend 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, Belarus or Late-demographic dividend?
- Late-demographic dividend, at 17.78 headcount basis against 17.04 headcount basis in Belarus as of 2019.
- What is the difference in pupil-qualified teacher ratio in pre-primary education between Belarus and Late-demographic dividend?
- 0.74 headcount basis, with Late-demographic dividend ahead.
- How many years of comparable data are there for Belarus and Late-demographic dividend?
- 5 years are reported by both, from 2014 to 2018.
- How do Belarus and Late-demographic dividend rank globally for pupil-qualified teacher ratio in pre-primary education?
- Belarus ranks 20th and Late-demographic dividend ranks 23rd of 35 countries.
- 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.