Caribbean Small States vs Turks and Caicos Islands: Pupil-trained teacher ratio in primary education

Caribbean Small States
21.82 headcount basis
in 2019
Turks and Caicos Islands
41.35 headcount basis
in 2018
Caribbean Small States rank
29th
Turks and Caicos Islands rank
29th

Pupil-trained teacher ratio in primary education over time

  • Caribbean Small States
  • Turks and Caicos Islands
10203040199820082019

How they compare

Turks and Caicos Islands currently reports 41.35 headcount basis against 21.82 headcount basis in Caribbean Small States, a difference of 19.53 headcount basis.

That makes Turks and Caicos Islands's figure about 1.9 times Caribbean Small States's.

The two have swapped places 1 time across 6 shared years of data; in 1999 it was Caribbean Small States ahead.

Caribbean Small States ranks 29th and Turks and Caicos Islands ranks 29th of 30 groups.

Across the 3 decades both report, Caribbean Small States averaged higher in 2 and Turks and Caicos Islands in 1.

Head to head by decade

Decade Caribbean Small States Turks and Caicos Islands Difference Ahead
1990s 32.72 headcount basis 23.06 headcount basis 9.65 headcount basis Caribbean Small States
2000s 30.66 headcount basis 20.87 headcount basis 9.79 headcount basis Caribbean Small States
2010s 22.12 headcount basis 25.88 headcount basis 3.76 headcount basis Turks and Caicos Islands

Averages of every year both report within each decade.

Frequently asked questions

Which has higher pupil-trained teacher ratio in primary education, Caribbean Small States or Turks and Caicos Islands?
Turks and Caicos Islands, at 41.35 headcount basis against 21.82 headcount basis in Caribbean Small States as of 2018.
What is the difference in pupil-trained teacher ratio in primary education between Caribbean Small States and Turks and Caicos Islands?
19.53 headcount basis, with Turks and Caicos Islands ahead.
How many years of comparable data are there for Caribbean Small States and Turks and Caicos Islands?
6 years are reported by both, from 1999 to 2018.
How do Caribbean Small States and Turks and Caicos Islands rank globally for pupil-trained teacher ratio in primary education?
Caribbean Small States ranks 29th and Turks and Caicos Islands ranks 29th of 30 groups.
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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Caribbean Small States vs Turks and Caicos Islands: Pupil-trained teacher ratio in primary education. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 05 September 2026, from https://reference.statizoid.com/compare/pupil-trained-teacher-ratio-in-primary-education-headcount-basis/caribbean-small-states/turks-and-caicos-islands/

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About this data

Indicator
Pupil-trained teacher ratio in primary education (headcount basis)
Unit
headcount basis
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
138 places, 1,748 data points, 1997–2020
Last refreshed

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.