Arab World vs China: Pupil-qualified teacher ratio in secondary
Pupil-qualified teacher ratio in secondary over time
- Arab World
- China
How they compare
Arab World currently reports 15.89 headcount basis against 14.18 headcount basis in China, a difference of 1.71 headcount basis.
That makes Arab World's figure about 1.1 times China's.
The two have swapped places 1 time across 5 shared years of data; in 2015 it was China ahead.
Arab World ranks 21st and China ranks 23rd of 24 groups.
Arab World has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-qualified teacher ratio in secondary, Arab World or China?
- Arab World, at 15.89 headcount basis against 14.18 headcount basis in China as of 2019.
- What is the difference in pupil-qualified teacher ratio in secondary between Arab World and China?
- 1.71 headcount basis, with Arab World ahead.
- How many years of comparable data are there for Arab World and China?
- 5 years are reported by both, from 2015 to 2019.
- How do Arab World and China rank globally for pupil-qualified teacher ratio in secondary?
- Arab World ranks 21st and China ranks 23rd of 24 groups.
- 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.