Bahrain, Kingdom of vs Macao Special Administrative Region, People's Republic of China: Pupil-qualified teacher ratio in secondary

Bahrain, Kingdom of
10.43 headcount basis
in 2019
Macao Special Administrative Region, People's Republic of China
9.7 headcount basis
in 2019
Bahrain, Kingdom of rank
35th
Macao Special Administrative Region, People's Republic of China rank
36th

Pupil-qualified teacher ratio in secondary over time

  • Bahrain, Kingdom of
  • Macao Special Administrative Region, People's Republic of China
051015201320162019

How they compare

Bahrain, Kingdom of currently reports 10.43 headcount basis against 9.7 headcount basis in Macao Special Administrative Region, People's Republic of China, a difference of 0.73 headcount basis.

That makes Bahrain, Kingdom of's figure about 1.1 times Macao Special Administrative Region, People's Republic of China's.

The two have swapped places 1 time across 7 shared years of data; in 2013 it was Macao Special Administrative Region, People's Republic of China ahead.

Bahrain, Kingdom of ranks 35th and Macao Special Administrative Region, People's Republic of China ranks 36th of 41 countries.

Macao Special Administrative Region, People's Republic of China 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, Kingdom of or Macao Special Administrative Region, People's Republic of China?
Bahrain, Kingdom of, at 10.43 headcount basis against 9.7 headcount basis in Macao Special Administrative Region, People's Republic of China as of 2019.
What is the difference in pupil-qualified teacher ratio in secondary between Bahrain, Kingdom of and Macao Special Administrative Region, People's Republic of China?
0.73 headcount basis, with Bahrain, Kingdom of ahead.
How many years of comparable data are there for Bahrain, Kingdom of and Macao Special Administrative Region, People's Republic of China?
7 years are reported by both, from 2013 to 2019.
How do Bahrain, Kingdom of and Macao Special Administrative Region, People's Republic of China rank globally for pupil-qualified teacher ratio in secondary?
Bahrain, Kingdom of ranks 35th and Macao Special Administrative Region, People's Republic of China ranks 36th 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

Share, cite or embed this page

Cite this page

Bahrain, Kingdom of vs Macao Special Administrative Region, People's Republic of China: Pupil-qualified teacher ratio in secondary. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 18 August 2026, from https://reference.statizoid.com/compare/pupil-qualified-teacher-ratio-in-secondary-headcount-basis/bahrain/macao-sar-china/

Embed or link this data

Paste this into a page to link back to these figures. The data itself is free to reuse under CC BY 4.0 (World Bank Open Data); please keep the attribution.

<a href="https://reference.statizoid.com/compare/pupil-qualified-teacher-ratio-in-secondary-headcount-basis/bahrain/macao-sar-china/">Bahrain, Kingdom of vs Macao Special Administrative Region, People's Republic of China: Pupil-qualified teacher ratio in secondary</a> — Statizoid

About this data

Indicator
Pupil-qualified teacher ratio in secondary (headcount basis)
Unit
headcount basis
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
65 places, 384 data points, 1971–2019
Last refreshed

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.