Jordan vs Sri Lanka: Pupil-qualified teacher ratio in pre-primary education
Pupil-qualified teacher ratio in pre-primary education over time
- Jordan
- Sri Lanka
How they compare
Jordan currently reports 16.45 headcount basis against 15.02 headcount basis in Sri Lanka, a difference of 1.43 headcount basis.
That makes Jordan's figure about 1.1 times Sri Lanka's.
The two have swapped places 3 times across 6 shared years of data; in 2013 it was Sri Lanka ahead.
Jordan ranks 22nd and Sri Lanka ranks 25th of 35 countries.
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, Jordan or Sri Lanka?
- Jordan, at 16.45 headcount basis against 15.02 headcount basis in Sri Lanka as of 2019.
- What is the difference in pupil-qualified teacher ratio in pre-primary education between Jordan and Sri Lanka?
- 1.43 headcount basis, with Jordan ahead.
- How many years of comparable data are there for Jordan and Sri Lanka?
- 6 years are reported by both, from 2013 to 2018.
- How do Jordan and Sri Lanka rank globally for pupil-qualified teacher ratio in pre-primary education?
- Jordan ranks 22nd and Sri Lanka ranks 25th 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.