Least developed countries vs South Asia: Pupil-qualified teacher ratio in primary education
Pupil-qualified teacher ratio in primary education over time
- Least developed countries
- South Asia
How they compare
Least developed countries currently reports 42.19 headcount basis against 32.23 headcount basis in South Asia, a difference of 9.96 headcount basis.
That makes Least developed countries's figure about 1.3 times South Asia's.
Across all 5 years both countries report, Least developed countries has been ahead every year.
Least developed countries ranks 8th and South Asia ranks 11th of 29 groups.
Least developed countries 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, Least developed countries or South Asia?
- Least developed countries, at 42.19 headcount basis against 32.23 headcount basis in South Asia as of 2019.
- What is the difference in pupil-qualified teacher ratio in primary education between Least developed countries and South Asia?
- 9.96 headcount basis, with Least developed countries ahead.
- How many years of comparable data are there for Least developed countries and South Asia?
- 5 years are reported by both, from 2015 to 2019.
- How do Least developed countries and South Asia rank globally for pupil-qualified teacher ratio in primary education?
- Least developed countries ranks 8th and South Asia ranks 11th of 29 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.