Jordan vs Qatar: Pupil-qualified teacher ratio in upper secondary
Pupil-qualified teacher ratio in upper secondary over time
- Jordan
- Qatar
How they compare
Qatar currently reports 11.54 headcount basis against 9.35 headcount basis in Jordan, a difference of 2.19 headcount basis.
That makes Qatar's figure about 1.2 times Jordan's.
The two have swapped places 1 time across 5 shared years of data; in 2013 it was Jordan ahead.
Jordan ranks 23rd and Qatar ranks 21st of 27 countries.
Qatar 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, Jordan or Qatar?
- Qatar, at 11.54 headcount basis against 9.35 headcount basis in Jordan as of 2019.
- What is the difference in pupil-qualified teacher ratio in upper secondary between Jordan and Qatar?
- 2.19 headcount basis, with Qatar ahead.
- How many years of comparable data are there for Jordan and Qatar?
- 5 years are reported by both, from 2013 to 2019.
- How do Jordan and Qatar rank globally for pupil-qualified teacher ratio in upper secondary?
- Jordan ranks 23rd and Qatar ranks 21st 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.