Which has higher pupil-qualified teacher ratio in primary education, Cambodia or Sub-Saharan Africa (IDA & IBRD countries)?

Sub-Saharan Africa (IDA & IBRD countries), at 47.25 headcount basis against 41.94 headcount basis in Cambodia as of 2019.

What is the difference in pupil-qualified teacher ratio in primary education between Cambodia and Sub-Saharan Africa (IDA & IBRD countries)?

5.31 headcount basis, with Sub-Saharan Africa (IDA & IBRD countries) ahead.

How many years of comparable data are there for Cambodia and Sub-Saharan Africa (IDA & IBRD countries)?

7 years are reported by both, from 2013 to 2019.

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.

Cambodia vs Sub-Saharan Africa (IDA & IBRD countries): Pupil-qualified teacher ratio in primary education

Cambodia

41.94 headcount basis

in 2019

Sub-Saharan Africa (IDA & IBRD countries)

47.25 headcount basis

in 2019

Cambodia rank

6th

Sub-Saharan Africa (IDA & IBRD countries) rank

3rd

Pupil-qualified teacher ratio in primary education over time

Cambodia
Sub-Saharan Africa (IDA & IBRD countries)

How they compare

Sub-Saharan Africa (IDA & IBRD countries) currently reports 47.25 headcount basis against 41.94 headcount basis in Cambodia, a difference of 5.31 headcount basis.

That makes Sub-Saharan Africa (IDA & IBRD countries)'s figure about 1.1 times Cambodia's.

Across all 7 years both countries report, Sub-Saharan Africa (IDA & IBRD countries) has been ahead every year.

Cambodia ranks 6th and Sub-Saharan Africa (IDA & IBRD countries) ranks 3rd of 56 countries.

Sub-Saharan Africa (IDA & IBRD countries) 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 Sub-Saharan Africa (IDA & IBRD countries)?: Sub-Saharan Africa (IDA & IBRD countries), at 47.25 headcount basis against 41.94 headcount basis in Cambodia as of 2019.
What is the difference in pupil-qualified teacher ratio in primary education between Cambodia and Sub-Saharan Africa (IDA & IBRD countries)?: 5.31 headcount basis, with Sub-Saharan Africa (IDA & IBRD countries) ahead.
How many years of comparable data are there for Cambodia and Sub-Saharan Africa (IDA & IBRD countries)?: 7 years are reported by both, from 2013 to 2019.
How do Cambodia and Sub-Saharan Africa (IDA & IBRD countries) rank globally for pupil-qualified teacher ratio in primary education?: Cambodia ranks 6th and Sub-Saharan Africa (IDA & IBRD countries) ranks 3rd 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.

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Cambodia vs Sub-Saharan Africa (IDA & IBRD countries): Pupil-qualified teacher ratio in primary education. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 05 September 2026, from https://reference.statizoid.com/compare/pupil-qualified-teacher-ratio-in-primary-education-headcount-basis/cambodia/sub-saharan-africa-ida-and-ibrd-countries/

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About this data

Indicator: Pupil-qualified teacher ratio in primary education (headcount basis)
Unit: headcount basis
Source: UNESCO Institute for Statistics
Licence: CC BY 4.0 (World Bank Open Data)
Coverage: 86 places, 547 data points, 2007–2020
Last refreshed: 04 September 2026

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.