Colombia vs Saint Vincent and the Grenadines: Pupil-qualified teacher ratio in secondary
Pupil-qualified teacher ratio in secondary over time
- Colombia
- Saint Vincent and the Grenadines
How they compare
Colombia currently reports 26.13 headcount basis against 25.74 headcount basis in Saint Vincent and the Grenadines, a difference of 0.39 headcount basis.
Across all 5 years both countries report, Saint Vincent and the Grenadines has been ahead every year.
Colombia ranks 8th and Saint Vincent and the Grenadines ranks 9th of 41 countries.
Saint Vincent and the Grenadines has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-qualified teacher ratio in secondary, Colombia or Saint Vincent and the Grenadines?
- Colombia, at 26.13 headcount basis against 25.74 headcount basis in Saint Vincent and the Grenadines as of 2017.
- What is the difference in pupil-qualified teacher ratio in secondary between Colombia and Saint Vincent and the Grenadines?
- 0.39 headcount basis, with Colombia ahead.
- How many years of comparable data are there for Colombia and Saint Vincent and the Grenadines?
- 5 years are reported by both, from 2013 to 2017.
- How do Colombia and Saint Vincent and the Grenadines rank globally for pupil-qualified teacher ratio in secondary?
- Colombia ranks 8th and Saint Vincent and the Grenadines ranks 9th 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.
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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.