Colombia vs Morocco: Pupil-qualified teacher ratio in primary education
Pupil-qualified teacher ratio in primary education over time
- Colombia
- Morocco
How they compare
Morocco currently reports 25.8 headcount basis against 23.7 headcount basis in Colombia, a difference of 2.1 headcount basis.
That makes Morocco's figure about 1.1 times Colombia's.
The two have swapped places 1 time across 5 shared years of data; in 2013 it was Colombia ahead.
Colombia ranks 25th and Morocco ranks 22nd of 56 countries.
Morocco 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, Colombia or Morocco?
- Morocco, at 25.8 headcount basis against 23.7 headcount basis in Colombia as of 2019.
- What is the difference in pupil-qualified teacher ratio in primary education between Colombia and Morocco?
- 2.1 headcount basis, with Morocco ahead.
- How many years of comparable data are there for Colombia and Morocco?
- 5 years are reported by both, from 2013 to 2017.
- How do Colombia and Morocco rank globally for pupil-qualified teacher ratio in primary education?
- Colombia ranks 25th and Morocco ranks 22nd 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.