Ecuador vs Mongolia: Pupil-trained teacher ratio in lower secondary education
Pupil-trained teacher ratio in lower secondary education over time
- Ecuador
- Mongolia
How they compare
Mongolia currently reports 21.09 headcount basis against 20.8 headcount basis in Ecuador, a difference of 0.29 headcount basis.
Across all 8 years both countries report, Mongolia has been ahead every year.
Ecuador ranks 30th and Mongolia ranks 27th of 60 countries.
Mongolia has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-trained teacher ratio in lower secondary education, Ecuador or Mongolia?
- Mongolia, at 21.09 headcount basis against 20.8 headcount basis in Ecuador as of 2007.
- What is the difference in pupil-trained teacher ratio in lower secondary education between Ecuador and Mongolia?
- 0.29 headcount basis, with Mongolia ahead.
- How many years of comparable data are there for Ecuador and Mongolia?
- 8 years are reported by both, from 2000 to 2007.
- How do Ecuador and Mongolia rank globally for pupil-trained teacher ratio in lower secondary education?
- Ecuador ranks 30th and Mongolia ranks 27th 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.
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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.