Cambodia vs Least developed countries: Pupil-qualified teacher ratio in pre-primary education
Pupil-qualified teacher ratio in pre-primary education over time
- Cambodia
- Least developed countries
How they compare
Least developed countries currently reports 38.19 headcount basis against 33.59 headcount basis in Cambodia, a difference of 4.6 headcount basis.
That makes Least developed countries's figure about 1.1 times Cambodia's.
Across all 5 years both countries report, Least developed countries has been ahead every year.
Cambodia ranks 5th and Least developed countries ranks 7th of 35 countries.
Least developed countries 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, Cambodia or Least developed countries?
- Least developed countries, at 38.19 headcount basis against 33.59 headcount basis in Cambodia as of 2018.
- What is the difference in pupil-qualified teacher ratio in pre-primary education between Cambodia and Least developed countries?
- 4.6 headcount basis, with Least developed countries ahead.
- How many years of comparable data are there for Cambodia and Least developed countries?
- 5 years are reported by both, from 2014 to 2018.
- How do Cambodia and Least developed countries rank globally for pupil-qualified teacher ratio in pre-primary education?
- Cambodia ranks 5th and Least developed countries ranks 7th 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.