IBRD only vs Peru: Pupil-qualified teacher ratio in primary education
Pupil-qualified teacher ratio in primary education over time
- IBRD only
- Peru
How they compare
Peru currently reports 24.08 headcount basis against 22.18 headcount basis in IBRD only, a difference of 1.9 headcount basis.
That makes Peru's figure about 1.1 times IBRD only's.
The two have swapped places 1 time across 5 shared years of data; in 2014 it was IBRD only ahead.
IBRD only ranks 24th and Peru ranks 24th of 30 groups.
IBRD only 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, IBRD only or Peru?
- Peru, at 24.08 headcount basis against 22.18 headcount basis in IBRD only as of 2019.
- What is the difference in pupil-qualified teacher ratio in primary education between IBRD only and Peru?
- 1.9 headcount basis, with Peru ahead.
- How many years of comparable data are there for IBRD only and Peru?
- 5 years are reported by both, from 2014 to 2019.
- How do IBRD only and Peru rank globally for pupil-qualified teacher ratio in primary education?
- IBRD only ranks 24th and Peru ranks 24th of 30 groups.
- 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.