Cambodia vs Niger: Pupil-trained teacher ratio in primary education
Pupil-trained teacher ratio in primary education over time
- Cambodia
- Niger
How they compare
Cambodia currently reports 41.94 headcount basis against 40.55 headcount basis in Niger, a difference of 1.39 headcount basis.
The two have swapped places 6 times across 14 shared years of data; in 2001 it was Cambodia ahead.
Cambodia ranks 27th and Niger ranks 30th of 108 countries.
Across the 2 decades both report, Cambodia averaged higher in 1 and Niger in 1.
Head to head by decade
| Decade | Cambodia | Niger | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 54.05 headcount basis | 49.25 headcount basis | 4.8 headcount basis | Cambodia |
| 2010s | 44.31 headcount basis | 64.46 headcount basis | 20.14 headcount basis | Niger |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pupil-trained teacher ratio in primary education, Cambodia or Niger?
- Cambodia, at 41.94 headcount basis against 40.55 headcount basis in Niger as of 2019.
- What is the difference in pupil-trained teacher ratio in primary education between Cambodia and Niger?
- 1.39 headcount basis, with Cambodia ahead.
- How many years of comparable data are there for Cambodia and Niger?
- 14 years are reported by both, from 2001 to 2019.
- How do Cambodia and Niger rank globally for pupil-trained teacher ratio in primary education?
- Cambodia ranks 27th and Niger ranks 30th 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.
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.