Saudi Arabia vs Upper middle income: Pupil-qualified teacher ratio in secondary
Pupil-qualified teacher ratio in secondary over time
- Saudi Arabia
- Upper middle income
How they compare
Upper middle income currently reports 15.26 headcount basis against 13.57 headcount basis in Saudi Arabia, a difference of 1.69 headcount basis.
That makes Upper middle income's figure about 1.1 times Saudi Arabia's.
Across all 5 years both countries report, Upper middle income has been ahead every year.
Saudi Arabia ranks 24th and Upper middle income ranks 22nd of 41 countries.
Upper middle income has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-qualified teacher ratio in secondary, Saudi Arabia or Upper middle income?
- Upper middle income, at 15.26 headcount basis against 13.57 headcount basis in Saudi Arabia as of 2019.
- What is the difference in pupil-qualified teacher ratio in secondary between Saudi Arabia and Upper middle income?
- 1.69 headcount basis, with Upper middle income ahead.
- How many years of comparable data are there for Saudi Arabia and Upper middle income?
- 5 years are reported by both, from 2015 to 2019.
- How do Saudi Arabia and Upper middle income rank globally for pupil-qualified teacher ratio in secondary?
- Saudi Arabia ranks 24th and Upper middle income ranks 22nd 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.