Kenya vs Small states: Pupil-trained teacher ratio in primary education
Pupil-trained teacher ratio in primary education over time
- Kenya
- Small states
How they compare
Kenya currently reports 44.76 headcount basis against 28.3 headcount basis in Small states, a difference of 16.46 headcount basis.
That makes Kenya's figure about 1.6 times Small states's.
Across all 7 years both countries report, Kenya has been ahead every year.
Kenya ranks 19th and Small states ranks 18th of 108 countries.
Kenya 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, Kenya or Small states?
- Kenya, at 44.76 headcount basis against 28.3 headcount basis in Small states as of 2009.
- What is the difference in pupil-trained teacher ratio in primary education between Kenya and Small states?
- 16.46 headcount basis, with Kenya ahead.
- How many years of comparable data are there for Kenya and Small states?
- 7 years are reported by both, from 2003 to 2009.
- How do Kenya and Small states rank globally for pupil-trained teacher ratio in primary education?
- Kenya ranks 19th and Small states ranks 18th 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.