Mongolia vs Panama: Pupil-trained teacher ratio in secondary education
Pupil-trained teacher ratio in secondary education over time
- Mongolia
- Panama
How they compare
Mongolia currently reports 14.85 headcount basis against 14.2 headcount basis in Panama, a difference of 0.65 headcount basis.
The two have swapped places 2 times across 8 shared years of data; in 1999 it was Panama ahead.
Mongolia ranks 44th and Panama ranks 45th of 69 countries.
Across the 3 decades both report, Mongolia averaged higher in 1 and Panama in 2.
Head to head by decade
| Decade | Mongolia | Panama | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 18.65 headcount basis | 20.69 headcount basis | 2.05 headcount basis | Panama |
| 2000s | 21.48 headcount basis | 18.69 headcount basis | 2.79 headcount basis | Mongolia |
| 2010s | 14.85 headcount basis | 17.36 headcount basis | 2.51 headcount basis | Panama |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pupil-trained teacher ratio in secondary education, Mongolia or Panama?
- Mongolia, at 14.85 headcount basis against 14.2 headcount basis in Panama as of 2010.
- What is the difference in pupil-trained teacher ratio in secondary education between Mongolia and Panama?
- 0.65 headcount basis, with Mongolia ahead.
- How many years of comparable data are there for Mongolia and Panama?
- 8 years are reported by both, from 1999 to 2010.
- How do Mongolia and Panama rank globally for pupil-trained teacher ratio in secondary education?
- Mongolia ranks 44th and Panama ranks 45th of 69 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Pupil-trained teacher ratio in secondary 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.