Eswatini vs Philippines: Pupil-qualified teacher ratio in primary education
Pupil-qualified teacher ratio in primary education over time
- Eswatini
- Philippines
How they compare
Eswatini currently reports 28.48 headcount basis against 27.13 headcount basis in Philippines, a difference of 1.35 headcount basis.
Across all 5 years both countries report, Eswatini has been ahead every year.
Eswatini ranks 19th and Philippines ranks 21st of 56 countries.
Eswatini 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, Eswatini or Philippines?
- Eswatini, at 28.48 headcount basis against 27.13 headcount basis in Philippines as of 2018.
- What is the difference in pupil-qualified teacher ratio in primary education between Eswatini and Philippines?
- 1.35 headcount basis, with Eswatini ahead.
- How many years of comparable data are there for Eswatini and Philippines?
- 5 years are reported by both, from 2014 to 2018.
- How do Eswatini and Philippines rank globally for pupil-qualified teacher ratio in primary education?
- Eswatini ranks 19th and Philippines ranks 21st 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.