Cuba vs Kuwait: Pupil-trained teacher ratio in lower secondary education
Pupil-trained teacher ratio in lower secondary education over time
- Cuba
- Kuwait
How they compare
Kuwait currently reports 10.2 headcount basis against 9.67 headcount basis in Cuba, a difference of 0.53 headcount basis.
That makes Kuwait's figure about 1.1 times Cuba's.
The two have swapped places 1 time across 6 shared years of data; in 2000 it was Cuba ahead.
Cuba ranks 56th and Kuwait ranks 54th of 60 countries.
Across the 2 decades both report, Cuba averaged higher in 1 and Kuwait in 1.
Head to head by decade
| Decade | Cuba | Kuwait | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12.24 headcount basis | 11.29 headcount basis | 0.9529 headcount basis | Cuba |
| 2010s | 9.4 headcount basis | 10.2 headcount basis | 0.799 headcount basis | Kuwait |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pupil-trained teacher ratio in lower secondary education, Cuba or Kuwait?
- Kuwait, at 10.2 headcount basis against 9.67 headcount basis in Cuba as of 2012.
- What is the difference in pupil-trained teacher ratio in lower secondary education between Cuba and Kuwait?
- 0.53 headcount basis, with Kuwait ahead.
- How many years of comparable data are there for Cuba and Kuwait?
- 6 years are reported by both, from 2000 to 2012.
- How do Cuba and Kuwait rank globally for pupil-trained teacher ratio in lower secondary education?
- Cuba ranks 56th and Kuwait ranks 54th of 60 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Pupil-trained teacher ratio in lower secondary education (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 trained 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 trained teachers at the same level. A trained teacher is defined as a teacher who has fulfilled at least the minimum organized teacher-training requirements (pre-service or in-service) to teach a specific level of education according to the relevant national policy or law. These requirements usually include pedagogical knowledge (broad principles and strategies of classroom management and organization that transcend the subject matter being taught - typically approaches, methods and techniques of teaching), and professional knowledge (knowledge of statutory instruments and other legal frameworks that govern the teaching profession). Some programmes may also cover content knowledge (knowledge of the curriculum and the subject matter to be taught and the use of relevant materials). 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.