Late-demographic dividend vs Mauritius: Pupil-qualified teacher ratio in secondary
Pupil-qualified teacher ratio in secondary over time
- Late-demographic dividend
- Mauritius
How they compare
Late-demographic dividend currently reports 14.49 headcount basis against 12.16 headcount basis in Mauritius, a difference of 2.33 headcount basis.
That makes Late-demographic dividend's figure about 1.2 times Mauritius's.
Across all 6 years both countries report, Late-demographic dividend has been ahead every year.
Late-demographic dividend ranks 23rd and Mauritius ranks 27th of 23 groups.
Late-demographic dividend has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-qualified teacher ratio in secondary, Late-demographic dividend or Mauritius?
- Late-demographic dividend, at 14.49 headcount basis against 12.16 headcount basis in Mauritius as of 2019.
- What is the difference in pupil-qualified teacher ratio in secondary between Late-demographic dividend and Mauritius?
- 2.33 headcount basis, with Late-demographic dividend ahead.
- How many years of comparable data are there for Late-demographic dividend and Mauritius?
- 6 years are reported by both, from 2014 to 2019.
- How do Late-demographic dividend and Mauritius rank globally for pupil-qualified teacher ratio in secondary?
- Late-demographic dividend ranks 23rd and Mauritius ranks 27th of 23 groups.
- 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.