Dominican Republic vs Jamaica: Pupil-qualified teacher ratio in primary education
Pupil-qualified teacher ratio in primary education over time
- Dominican Republic
- Jamaica
How they compare
Jamaica currently reports 20.51 headcount basis against 19.95 headcount basis in Dominican Republic, a difference of 0.56 headcount basis.
The two have swapped places 2 times across 5 shared years of data; in 2013 it was Jamaica ahead.
Dominican Republic ranks 33rd and Jamaica ranks 30th of 56 countries.
Jamaica 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, Dominican Republic or Jamaica?
- Jamaica, at 20.51 headcount basis against 19.95 headcount basis in Dominican Republic as of 2019.
- What is the difference in pupil-qualified teacher ratio in primary education between Dominican Republic and Jamaica?
- 0.56 headcount basis, with Jamaica ahead.
- How many years of comparable data are there for Dominican Republic and Jamaica?
- 5 years are reported by both, from 2013 to 2018.
- How do Dominican Republic and Jamaica rank globally for pupil-qualified teacher ratio in primary education?
- Dominican Republic ranks 33rd and Jamaica ranks 30th 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.