IDA only vs Niger: Pupil-qualified teacher ratio in pre-primary education
Pupil-qualified teacher ratio in pre-primary education over time
- IDA only
- Niger
How they compare
IDA only currently reports 37.82 headcount basis against 33.48 headcount basis in Niger, a difference of 4.34 headcount basis.
That makes IDA only's figure about 1.1 times Niger's.
Across all 5 years both countries report, IDA only has been ahead every year.
IDA only ranks 7th and Niger ranks 6th of 24 groups.
IDA only 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, IDA only or Niger?
- IDA only, at 37.82 headcount basis against 33.48 headcount basis in Niger as of 2019.
- What is the difference in pupil-qualified teacher ratio in pre-primary education between IDA only and Niger?
- 4.34 headcount basis, with IDA only ahead.
- How many years of comparable data are there for IDA only and Niger?
- 5 years are reported by both, from 2013 to 2019.
- How do IDA only and Niger rank globally for pupil-qualified teacher ratio in pre-primary education?
- IDA only ranks 7th and Niger ranks 6th 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.