Côte d'Ivoire vs Djibouti: Pupil-qualified teacher ratio in secondary
Pupil-qualified teacher ratio in secondary over time
- Côte d'Ivoire
- Djibouti
How they compare
Côte d'Ivoire currently reports 28.86 headcount basis against 26.83 headcount basis in Djibouti, a difference of 2.03 headcount basis.
That makes Côte d'Ivoire's figure about 1.1 times Djibouti's.
The two have swapped places 1 time across 5 shared years of data; in 2014 it was Djibouti ahead.
Côte d'Ivoire ranks 5th and Djibouti ranks 6th of 41 countries.
Côte d'Ivoire has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-qualified teacher ratio in secondary, Côte d'Ivoire or Djibouti?
- Côte d'Ivoire, at 28.86 headcount basis against 26.83 headcount basis in Djibouti as of 2019.
- What is the difference in pupil-qualified teacher ratio in secondary between Côte d'Ivoire and Djibouti?
- 2.03 headcount basis, with Côte d'Ivoire ahead.
- How many years of comparable data are there for Côte d'Ivoire and Djibouti?
- 5 years are reported by both, from 2014 to 2019.
- How do Côte d'Ivoire and Djibouti rank globally for pupil-qualified teacher ratio in secondary?
- Côte d'Ivoire ranks 5th and Djibouti ranks 6th 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.