China vs Other small states: Pupil-qualified teacher ratio in pre-primary education
Pupil-qualified teacher ratio in pre-primary education over time
- China
- Other small states
How they compare
Other small states currently reports 20.32 headcount basis against 18.34 headcount basis in China, a difference of 1.98 headcount basis.
That makes Other small states's figure about 1.1 times China's.
The two have swapped places 1 time across 5 shared years of data; in 2015 it was China ahead.
China ranks 19th and Other small states ranks 17th of 35 countries.
China 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, China or Other small states?
- Other small states, at 20.32 headcount basis against 18.34 headcount basis in China as of 2019.
- What is the difference in pupil-qualified teacher ratio in pre-primary education between China and Other small states?
- 1.98 headcount basis, with Other small states ahead.
- How many years of comparable data are there for China and Other small states?
- 5 years are reported by both, from 2015 to 2019.
- How do China and Other small states rank globally for pupil-qualified teacher ratio in pre-primary education?
- China ranks 19th and Other small states ranks 17th 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.