Bangladesh vs Pakistan: Pupil-trained teacher ratio in primary education
Pupil-trained teacher ratio in primary education over time
- Bangladesh
- Pakistan
How they compare
Bangladesh currently reports 59.6 headcount basis against 59.58 headcount basis in Pakistan, a difference of 0.02 headcount basis.
Across all 5 years both countries report, Bangladesh has been ahead every year.
Bangladesh ranks 9th and Pakistan ranks 10th of 108 countries.
Bangladesh has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-trained teacher ratio in primary education, Bangladesh or Pakistan?
- Bangladesh, at 59.6 headcount basis against 59.58 headcount basis in Pakistan as of 2017.
- What is the difference in pupil-trained teacher ratio in primary education between Bangladesh and Pakistan?
- 0.02 headcount basis, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Pakistan?
- 5 years are reported by both, from 2005 to 2009.
- How do Bangladesh and Pakistan rank globally for pupil-trained teacher ratio in primary education?
- Bangladesh ranks 9th and Pakistan ranks 10th of 108 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Pupil-trained teacher ratio in primary 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.