Belize vs Sub-Saharan Africa: Pupil-qualified teacher ratio in pre-primary education
Pupil-qualified teacher ratio in pre-primary education over time
- Belize
- Sub-Saharan Africa
How they compare
Sub-Saharan Africa currently reports 42.55 headcount basis against 36.16 headcount basis in Belize, a difference of 6.39 headcount basis.
That makes Sub-Saharan Africa's figure about 1.2 times Belize's.
Across all 5 years both countries report, Sub-Saharan Africa has been ahead every year.
Belize ranks 4th and Sub-Saharan Africa ranks 3rd of 35 countries.
Sub-Saharan Africa 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, Belize or Sub-Saharan Africa?
- Sub-Saharan Africa, at 42.55 headcount basis against 36.16 headcount basis in Belize as of 2018.
- What is the difference in pupil-qualified teacher ratio in pre-primary education between Belize and Sub-Saharan Africa?
- 6.39 headcount basis, with Sub-Saharan Africa ahead.
- How many years of comparable data are there for Belize and Sub-Saharan Africa?
- 5 years are reported by both, from 2013 to 2018.
- How do Belize and Sub-Saharan Africa rank globally for pupil-qualified teacher ratio in pre-primary education?
- Belize ranks 4th and Sub-Saharan Africa ranks 3rd 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.
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.