Nepal vs Rwanda: Pupil-qualified teacher ratio in secondary
Pupil-qualified teacher ratio in secondary over time
- Nepal
- Rwanda
How they compare
Rwanda currently reports 37.97 headcount basis against 31.8 headcount basis in Nepal, a difference of 6.17 headcount basis.
That makes Rwanda's figure about 1.2 times Nepal's.
The two have swapped places 1 time across 5 shared years of data; in 2014 it was Nepal ahead.
Nepal ranks 2nd and Rwanda ranks 1st of 41 countries.
Nepal has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-qualified teacher ratio in secondary, Nepal or Rwanda?
- Rwanda, at 37.97 headcount basis against 31.8 headcount basis in Nepal as of 2019.
- What is the difference in pupil-qualified teacher ratio in secondary between Nepal and Rwanda?
- 6.17 headcount basis, with Rwanda ahead.
- How many years of comparable data are there for Nepal and Rwanda?
- 5 years are reported by both, from 2014 to 2019.
- How do Nepal and Rwanda rank globally for pupil-qualified teacher ratio in secondary?
- Nepal ranks 2nd and Rwanda ranks 1st 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.