Dominican Republic vs Nepal: Pupil-trained teacher ratio in pre-primary education
Pupil-trained teacher ratio in pre-primary education over time
- Dominican Republic
- Nepal
How they compare
Nepal currently reports 22.32 headcount basis against 20.99 headcount basis in Dominican Republic, a difference of 1.33 headcount basis.
That makes Nepal's figure about 1.1 times Dominican Republic's.
The two have swapped places 3 times across 8 shared years of data; in 2010 it was Nepal ahead.
Dominican Republic ranks 37th and Nepal ranks 34th of 72 countries.
Nepal 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, Dominican Republic or Nepal?
- Nepal, at 22.32 headcount basis against 20.99 headcount basis in Dominican Republic as of 2019.
- What is the difference in pupil-trained teacher ratio in pre-primary education between Dominican Republic and Nepal?
- 1.33 headcount basis, with Nepal ahead.
- How many years of comparable data are there for Dominican Republic and Nepal?
- 8 years are reported by both, from 2010 to 2017.
- How do Dominican Republic and Nepal rank globally for pupil-trained teacher ratio in pre-primary education?
- Dominican Republic ranks 37th and Nepal ranks 34th 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.