Low & middle income vs Madagascar: Pupil-qualified teacher ratio in primary education
Pupil-qualified teacher ratio in primary education over time
- Low & middle income
- Madagascar
How they compare
Madagascar currently reports 36.8 headcount basis against 27.14 headcount basis in Low & middle income, a difference of 9.66 headcount basis.
That makes Madagascar's figure about 1.4 times Low & middle income's.
Across all 5 years both countries report, Madagascar has been ahead every year.
Low & middle income ranks 14th and Madagascar ranks 11th of 29 groups.
Madagascar 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, Low & middle income or Madagascar?
- Madagascar, at 36.8 headcount basis against 27.14 headcount basis in Low & middle income as of 2019.
- What is the difference in pupil-qualified teacher ratio in primary education between Low & middle income and Madagascar?
- 9.66 headcount basis, with Madagascar ahead.
- How many years of comparable data are there for Low & middle income and Madagascar?
- 5 years are reported by both, from 2014 to 2019.
- How do Low & middle income and Madagascar rank globally for pupil-qualified teacher ratio in primary education?
- Low & middle income ranks 14th and Madagascar 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.
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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.