Brunei Darussalam vs Serbia: Pupil-qualified teacher ratio in upper secondary
Pupil-qualified teacher ratio in upper secondary over time
- Brunei Darussalam
- Serbia
How they compare
Serbia currently reports 8.21 headcount basis against 8.11 headcount basis in Brunei Darussalam, a difference of 0.1 headcount basis.
The two have swapped places 2 times across 5 shared years of data; in 2015 it was Serbia ahead.
Brunei Darussalam ranks 27th and Serbia ranks 26th of 27 countries.
Brunei Darussalam has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-qualified teacher ratio in upper secondary, Brunei Darussalam or Serbia?
- Serbia, at 8.21 headcount basis against 8.11 headcount basis in Brunei Darussalam as of 2019.
- What is the difference in pupil-qualified teacher ratio in upper secondary between Brunei Darussalam and Serbia?
- 0.1 headcount basis, with Serbia ahead.
- How many years of comparable data are there for Brunei Darussalam and Serbia?
- 5 years are reported by both, from 2015 to 2019.
- How do Brunei Darussalam and Serbia rank globally for pupil-qualified teacher ratio in upper secondary?
- Brunei Darussalam ranks 27th and Serbia ranks 26th of 27 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Pupil-qualified teacher ratio in upper 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.