Djibouti vs Mongolia: Pupil-qualified teacher ratio in primary education
Pupil-qualified teacher ratio in primary education over time
- Djibouti
- Mongolia
How they compare
Mongolia currently reports 32.41 headcount basis against 29.37 headcount basis in Djibouti, a difference of 3.04 headcount basis.
That makes Mongolia's figure about 1.1 times Djibouti's.
The two have swapped places 1 time across 5 shared years of data; in 2014 it was Djibouti ahead.
Djibouti ranks 17th and Mongolia ranks 14th of 56 countries.
Djibouti 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, Djibouti or Mongolia?
- Mongolia, at 32.41 headcount basis against 29.37 headcount basis in Djibouti as of 2018.
- What is the difference in pupil-qualified teacher ratio in primary education between Djibouti and Mongolia?
- 3.04 headcount basis, with Mongolia ahead.
- How many years of comparable data are there for Djibouti and Mongolia?
- 5 years are reported by both, from 2014 to 2018.
- How do Djibouti and Mongolia rank globally for pupil-qualified teacher ratio in primary education?
- Djibouti ranks 17th and Mongolia ranks 14th 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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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.