Caribbean Small States vs Jordan: Pupil-qualified teacher ratio in pre-primary education
Pupil-qualified teacher ratio in pre-primary education over time
- Caribbean Small States
- Jordan
How they compare
Jordan currently reports 16.45 headcount basis against 14.01 headcount basis in Caribbean Small States, a difference of 2.44 headcount basis.
That makes Jordan's figure about 1.2 times Caribbean Small States's.
Across all 6 years both countries report, Jordan has been ahead every year.
Caribbean Small States ranks 24th and Jordan ranks 22nd of 24 groups.
Jordan 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, Caribbean Small States or Jordan?
- Jordan, at 16.45 headcount basis against 14.01 headcount basis in Caribbean Small States as of 2019.
- What is the difference in pupil-qualified teacher ratio in pre-primary education between Caribbean Small States and Jordan?
- 2.44 headcount basis, with Jordan ahead.
- How many years of comparable data are there for Caribbean Small States and Jordan?
- 6 years are reported by both, from 2014 to 2019.
- How do Caribbean Small States and Jordan rank globally for pupil-qualified teacher ratio in pre-primary education?
- Caribbean Small States ranks 24th and Jordan ranks 22nd of 24 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.
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.