Andorra vs Kazakhstan: Pupil-qualified teacher ratio in secondary
Pupil-qualified teacher ratio in secondary over time
- Andorra
- Kazakhstan
How they compare
Andorra currently reports 8.07 headcount basis against 7.68 headcount basis in Kazakhstan, a difference of 0.39 headcount basis.
That makes Andorra's figure about 1.1 times Kazakhstan's.
Across all 5 years both countries report, Andorra has been ahead every year.
Andorra ranks 39th and Kazakhstan ranks 41st of 41 countries.
Andorra has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-qualified teacher ratio in secondary, Andorra or Kazakhstan?
- Andorra, at 8.07 headcount basis against 7.68 headcount basis in Kazakhstan as of 2019.
- What is the difference in pupil-qualified teacher ratio in secondary between Andorra and Kazakhstan?
- 0.39 headcount basis, with Andorra ahead.
- How many years of comparable data are there for Andorra and Kazakhstan?
- 5 years are reported by both, from 2015 to 2019.
- How do Andorra and Kazakhstan rank globally for pupil-qualified teacher ratio in secondary?
- Andorra ranks 39th and Kazakhstan ranks 41st of 41 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Pupil-qualified teacher ratio in secondary (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.