Cambodia vs Lower middle income: Pupil-qualified teacher ratio in primary education
Pupil-qualified teacher ratio in primary education over time
- Cambodia
- Lower middle income
How they compare
Cambodia currently reports 41.94 headcount basis against 33.25 headcount basis in Lower middle income, a difference of 8.69 headcount basis.
That makes Cambodia's figure about 1.3 times Lower middle income's.
Across all 7 years both countries report, Cambodia has been ahead every year.
Cambodia ranks 6th and Lower middle income ranks 10th of 56 countries.
Cambodia 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, Cambodia or Lower middle income?
- Cambodia, at 41.94 headcount basis against 33.25 headcount basis in Lower middle income as of 2019.
- What is the difference in pupil-qualified teacher ratio in primary education between Cambodia and Lower middle income?
- 8.69 headcount basis, with Cambodia ahead.
- How many years of comparable data are there for Cambodia and Lower middle income?
- 7 years are reported by both, from 2013 to 2019.
- How do Cambodia and Lower middle income rank globally for pupil-qualified teacher ratio in primary education?
- Cambodia ranks 6th and Lower middle income ranks 10th 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.