بنما vs المملكة العربية السعودية: Pupil-qualified teacher ratio in upper secondary
Pupil-qualified teacher ratio in upper secondary over time
- بنما
- المملكة العربية السعودية
How they compare
بنما currently reports 14.6 headcount basis against 13.93 headcount basis in المملكة العربية السعودية, a difference of 0.67 headcount basis.
Across all 5 years both countries report, بنما has been ahead every year.
بنما ranks 15th and المملكة العربية السعودية ranks 18th of 27 countries.
بنما 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, بنما or المملكة العربية السعودية?
- بنما, at 14.6 headcount basis against 13.93 headcount basis in المملكة العربية السعودية as of 2017.
- What is the difference in pupil-qualified teacher ratio in upper secondary between بنما and المملكة العربية السعودية?
- 0.67 headcount basis, with بنما ahead.
- How many years of comparable data are there for بنما and المملكة العربية السعودية?
- 5 years are reported by both, from 2013 to 2017.
- How do بنما and المملكة العربية السعودية rank globally for pupil-qualified teacher ratio in upper secondary?
- بنما ranks 15th and المملكة العربية السعودية ranks 18th 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.