Bahrain vs Belarus: Pupil-qualified teacher ratio in secondary
Pupil-qualified teacher ratio in secondary over time
- Bahrain
- Belarus
How they compare
Bahrain currently reports 10.43 headcount basis against 8.57 headcount basis in Belarus, a difference of 1.86 headcount basis.
That makes Bahrain's figure about 1.2 times Belarus's.
Across all 5 years both countries report, Bahrain has been ahead every year.
Bahrain ranks 35th and Belarus ranks 38th of 41 countries.
Bahrain has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-qualified teacher ratio in secondary, Bahrain or Belarus?
- Bahrain, at 10.43 headcount basis against 8.57 headcount basis in Belarus as of 2019.
- What is the difference in pupil-qualified teacher ratio in secondary between Bahrain and Belarus?
- 1.86 headcount basis, with Bahrain ahead.
- How many years of comparable data are there for Bahrain and Belarus?
- 5 years are reported by both, from 2014 to 2018.
- How do Bahrain and Belarus rank globally for pupil-qualified teacher ratio in secondary?
- Bahrain ranks 35th and Belarus ranks 38th 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.