Côte d'Ivoire vs East Asia & Pacific: Pupil-qualified teacher ratio in pre-primary education
Pupil-qualified teacher ratio in pre-primary education over time
- Côte d'Ivoire
- East Asia & Pacific
How they compare
Côte d'Ivoire currently reports 19.56 headcount basis against 19.52 headcount basis in East Asia & Pacific, a difference of 0.04 headcount basis.
The two have swapped places 2 times across 6 shared years of data; in 2014 it was Côte d'Ivoire ahead.
Côte d'Ivoire ranks 17th and East Asia & Pacific ranks 19th of 35 countries.
Côte d'Ivoire 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, Côte d'Ivoire or East Asia & Pacific?
- Côte d'Ivoire, at 19.56 headcount basis against 19.52 headcount basis in East Asia & Pacific as of 2019.
- What is the difference in pupil-qualified teacher ratio in pre-primary education between Côte d'Ivoire and East Asia & Pacific?
- 0.04 headcount basis, with Côte d'Ivoire ahead.
- How many years of comparable data are there for Côte d'Ivoire and East Asia & Pacific?
- 6 years are reported by both, from 2014 to 2019.
- How do Côte d'Ivoire and East Asia & Pacific rank globally for pupil-qualified teacher ratio in pre-primary education?
- Côte d'Ivoire ranks 17th and East Asia & Pacific ranks 19th 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.