Bolivia vs Mongolia: Pupil-trained teacher ratio in pre-primary education
Pupil-trained teacher ratio in pre-primary education over time
- Bolivia
- Mongolia
How they compare
Bolivia currently reports 37.55 headcount basis against 34.21 headcount basis in Mongolia, a difference of 3.34 headcount basis.
That makes Bolivia's figure about 1.1 times Mongolia's.
Across all 5 years both countries report, Bolivia has been ahead every year.
Bolivia ranks 16th and Mongolia ranks 17th of 72 countries.
Bolivia has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-trained teacher ratio in pre-primary education, Bolivia or Mongolia?
- Bolivia, at 37.55 headcount basis against 34.21 headcount basis in Mongolia as of 2018.
- What is the difference in pupil-trained teacher ratio in pre-primary education between Bolivia and Mongolia?
- 3.34 headcount basis, with Bolivia ahead.
- How many years of comparable data are there for Bolivia and Mongolia?
- 5 years are reported by both, from 2011 to 2018.
- How do Bolivia and Mongolia rank globally for pupil-trained teacher ratio in pre-primary education?
- Bolivia ranks 16th and Mongolia ranks 17th of 72 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Pupil-trained teacher ratio in pre-primary 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.