Colombia vs Ecuador: Pupil-qualified teacher ratio in upper secondary
Pupil-qualified teacher ratio in upper secondary over time
- Colombia
- Ecuador
How they compare
Colombia currently reports 25.15 headcount basis against 19.98 headcount basis in Ecuador, a difference of 5.17 headcount basis.
That makes Colombia's figure about 1.3 times Ecuador's.
The two have swapped places 1 time across 5 shared years of data; in 2013 it was Ecuador ahead.
Colombia ranks 6th and Ecuador ranks 9th of 27 countries.
Colombia 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, Colombia or Ecuador?
- Colombia, at 25.15 headcount basis against 19.98 headcount basis in Ecuador as of 2017.
- What is the difference in pupil-qualified teacher ratio in upper secondary between Colombia and Ecuador?
- 5.17 headcount basis, with Colombia ahead.
- How many years of comparable data are there for Colombia and Ecuador?
- 5 years are reported by both, from 2013 to 2017.
- How do Colombia and Ecuador rank globally for pupil-qualified teacher ratio in upper secondary?
- Colombia ranks 6th and Ecuador ranks 9th 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.
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.