What is the difference in pupil-qualified teacher ratio in primary education between Sub-Saharan Africa (excluding high income) and Tanzania, United Republic of?

7.87 headcount basis, with Tanzania, United Republic of ahead.

How many years of comparable data are there for Sub-Saharan Africa (excluding high income) and Tanzania, United Republic of?

6 years are reported by both, from 2013 to 2019.

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.

Sub-Saharan Africa (excluding high income) vs Tanzania, United Republic of: Pupil-qualified teacher ratio in primary education

Sub-Saharan Africa (excluding high income)

47.31 headcount basis

in 2019

Tanzania, United Republic of

55.18 headcount basis

in 2019

Sub-Saharan Africa (excluding high income) rank

2nd

Tanzania, United Republic of rank

3rd

Pupil-qualified teacher ratio in primary education over time

Sub-Saharan Africa (excluding high income)
Tanzania, United Republic of

How they compare

Tanzania, United Republic of currently reports 55.18 headcount basis against 47.31 headcount basis in Sub-Saharan Africa (excluding high income), a difference of 7.87 headcount basis.

That makes Tanzania, United Republic of's figure about 1.2 times Sub-Saharan Africa (excluding high income)'s.

The two have swapped places 1 time across 6 shared years of data; in 2013 it was Sub-Saharan Africa (excluding high income) ahead.

Sub-Saharan Africa (excluding high income) ranks 2nd and Tanzania, United Republic of ranks 3rd of 30 groups.

Sub-Saharan Africa (excluding high income) 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, Sub-Saharan Africa (excluding high income) or Tanzania, United Republic of?: Tanzania, United Republic of, at 55.18 headcount basis against 47.31 headcount basis in Sub-Saharan Africa (excluding high income) as of 2019.
What is the difference in pupil-qualified teacher ratio in primary education between Sub-Saharan Africa (excluding high income) and Tanzania, United Republic of?: 7.87 headcount basis, with Tanzania, United Republic of ahead.
How many years of comparable data are there for Sub-Saharan Africa (excluding high income) and Tanzania, United Republic of?: 6 years are reported by both, from 2013 to 2019.
How do Sub-Saharan Africa (excluding high income) and Tanzania, United Republic of rank globally for pupil-qualified teacher ratio in primary education?: Sub-Saharan Africa (excluding high income) ranks 2nd and Tanzania, United Republic of ranks 3rd 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.

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Sub-Saharan Africa (excluding high income) vs Tanzania, United Republic of: Pupil-qualified teacher ratio in primary education. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 11 September 2026, from https://reference.statizoid.com/compare/pupil-qualified-teacher-ratio-in-primary-education-headcount-basis/sub-saharan-africa-excluding-high-income/tanzania/

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About this data

Indicator: Pupil-qualified teacher ratio in primary education (headcount basis)
Unit: headcount basis
Source: UNESCO Institute for Statistics
Licence: CC BY 4.0 (World Bank Open Data)
Coverage: 86 places, 547 data points, 2007–2020
Last refreshed: 04 September 2026

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.