Oman vs World: Pupil-qualified teacher ratio in pre-primary education
Pupil-qualified teacher ratio in pre-primary education over time
- Oman
- World
How they compare
World currently reports 21.59 headcount basis against 20.28 headcount basis in Oman, a difference of 1.31 headcount basis.
That makes World's figure about 1.1 times Oman's.
The two have swapped places 1 time across 5 shared years of data; in 2015 it was Oman ahead.
Oman ranks 16th and World ranks 17th of 35 countries.
World 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, Oman or World?
- World, at 21.59 headcount basis against 20.28 headcount basis in Oman as of 2019.
- What is the difference in pupil-qualified teacher ratio in pre-primary education between Oman and World?
- 1.31 headcount basis, with World ahead.
- How many years of comparable data are there for Oman and World?
- 5 years are reported by both, from 2015 to 2019.
- How do Oman and World rank globally for pupil-qualified teacher ratio in pre-primary education?
- Oman ranks 16th and World 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.