Hong Kong, China vs Uzbekistan: Pupil-qualified teacher ratio in secondary
Pupil-qualified teacher ratio in secondary over time
- Hong Kong, China
- Uzbekistan
How they compare
Hong Kong, China currently reports 10.99 headcount basis against 10.86 headcount basis in Uzbekistan, a difference of 0.13 headcount basis.
Across all 6 years both countries report, Hong Kong, China has been ahead every year.
Hong Kong, China ranks 32nd and Uzbekistan ranks 33rd of 41 countries.
Hong Kong, 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, Hong Kong, China or Uzbekistan?
- Hong Kong, China, at 10.99 headcount basis against 10.86 headcount basis in Uzbekistan as of 2019.
- What is the difference in pupil-qualified teacher ratio in secondary between Hong Kong, China and Uzbekistan?
- 0.13 headcount basis, with Hong Kong, China ahead.
- How many years of comparable data are there for Hong Kong, China and Uzbekistan?
- 6 years are reported by both, from 2014 to 2019.
- How do Hong Kong, China and Uzbekistan rank globally for pupil-qualified teacher ratio in secondary?
- Hong Kong, China ranks 32nd and Uzbekistan ranks 33rd 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.