Eswatini vs Solomon Islands: Pupil-qualified teacher ratio in primary education
Pupil-qualified teacher ratio in primary education over time
- Eswatini
- Solomon Islands
How they compare
Solomon Islands currently reports 31.91 headcount basis against 28.48 headcount basis in Eswatini, a difference of 3.43 headcount basis.
That makes Solomon Islands's figure about 1.1 times Eswatini's.
The two have swapped places 3 times across 6 shared years of data; in 2013 it was Eswatini ahead.
Eswatini ranks 19th and Solomon Islands ranks 16th 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 Solomon Islands?
- Solomon Islands, at 31.91 headcount basis against 28.48 headcount basis in Eswatini as of 2018.
- What is the difference in pupil-qualified teacher ratio in primary education between Eswatini and Solomon Islands?
- 3.43 headcount basis, with Solomon Islands ahead.
- How many years of comparable data are there for Eswatini and Solomon Islands?
- 6 years are reported by both, from 2013 to 2018.
- How do Eswatini and Solomon Islands rank globally for pupil-qualified teacher ratio in primary education?
- Eswatini ranks 19th and Solomon Islands ranks 16th 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.