Belarus vs Kazakhstan: Pupil-qualified teacher ratio in primary education
Pupil-qualified teacher ratio in primary education over time
- Belarus
- Kazakhstan
How they compare
Belarus currently reports 19.23 headcount basis against 17.21 headcount basis in Kazakhstan, a difference of 2.02 headcount basis.
That makes Belarus's figure about 1.1 times Kazakhstan's.
The two have swapped places 2 times across 5 shared years of data; in 2014 it was Kazakhstan ahead.
Belarus ranks 35th and Kazakhstan ranks 36th of 56 countries.
Kazakhstan has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-qualified teacher ratio in primary education, Belarus or Kazakhstan?
- Belarus, at 19.23 headcount basis against 17.21 headcount basis in Kazakhstan as of 2018.
- What is the difference in pupil-qualified teacher ratio in primary education between Belarus and Kazakhstan?
- 2.02 headcount basis, with Belarus ahead.
- How many years of comparable data are there for Belarus and Kazakhstan?
- 5 years are reported by both, from 2014 to 2018.
- How do Belarus and Kazakhstan rank globally for pupil-qualified teacher ratio in primary education?
- Belarus ranks 35th and Kazakhstan ranks 36th of 56 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Pupil-qualified teacher ratio in 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.