Burundi vs Chad: Pupil-qualified teacher ratio in primary education
Pupil-qualified teacher ratio in primary education over time
- Burundi
- Chad
How they compare
Chad currently reports 68.94 headcount basis against 42.92 headcount basis in Burundi, a difference of 26.02 headcount basis.
That makes Chad's figure about 1.6 times Burundi's.
Across all 5 years both countries report, Chad has been ahead every year.
Burundi ranks 4th and Chad ranks 1st of 56 countries.
Chad 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, Burundi or Chad?
- Chad, at 68.94 headcount basis against 42.92 headcount basis in Burundi as of 2019.
- What is the difference in pupil-qualified teacher ratio in primary education between Burundi and Chad?
- 26.02 headcount basis, with Chad ahead.
- How many years of comparable data are there for Burundi and Chad?
- 5 years are reported by both, from 2015 to 2019.
- How do Burundi and Chad rank globally for pupil-qualified teacher ratio in primary education?
- Burundi ranks 4th and Chad ranks 1st 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.