Panama vs Viet Nam: Pupil-trained teacher ratio in primary education
Pupil-trained teacher ratio in primary education over time
- Panama
- Viet Nam
How they compare
Panama currently reports 22.13 headcount basis against 21.87 headcount basis in Viet Nam, a difference of 0.26 headcount basis.
The two have swapped places 1 time across 16 shared years of data; in 1999 it was Viet Nam ahead.
Panama ranks 62nd and Viet Nam ranks 63rd of 108 countries.
Across the 3 decades both report, Panama averaged higher in 2 and Viet Nam in 1.
Head to head by decade
| Decade | Panama | Viet Nam | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 33.02 headcount basis | 39.19 headcount basis | 6.17 headcount basis | Viet Nam |
| 2000s | 28.84 headcount basis | 25.69 headcount basis | 3.14 headcount basis | Panama |
| 2010s | 24 headcount basis | 19.63 headcount basis | 4.37 headcount basis | Panama |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pupil-trained teacher ratio in primary education, Panama or Viet Nam?
- Panama, at 22.13 headcount basis against 21.87 headcount basis in Viet Nam as of 2017.
- What is the difference in pupil-trained teacher ratio in primary education between Panama and Viet Nam?
- 0.26 headcount basis, with Panama ahead.
- How many years of comparable data are there for Panama and Viet Nam?
- 16 years are reported by both, from 1999 to 2017.
- How do Panama and Viet Nam rank globally for pupil-trained teacher ratio in primary education?
- Panama ranks 62nd and Viet Nam ranks 63rd 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.