Bahamas vs Saint Lucia: Pupil-trained teacher ratio in upper secondary education
Pupil-trained teacher ratio in upper secondary education over time
- Bahamas
- Saint Lucia
How they compare
Saint Lucia currently reports 15.37 headcount basis against 14.5 headcount basis in Bahamas, a difference of 0.87 headcount basis.
That makes Saint Lucia's figure about 1.1 times Bahamas's.
Across all 6 years both countries report, Saint Lucia has been ahead every year.
Bahamas ranks 27th and Saint Lucia ranks 24th of 46 countries.
Saint Lucia has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher pupil-trained teacher ratio in upper secondary education, Bahamas or Saint Lucia?
- Saint Lucia, at 15.37 headcount basis against 14.5 headcount basis in Bahamas as of 2019.
- What is the difference in pupil-trained teacher ratio in upper secondary education between Bahamas and Saint Lucia?
- 0.87 headcount basis, with Saint Lucia ahead.
- How many years of comparable data are there for Bahamas and Saint Lucia?
- 6 years are reported by both, from 2011 to 2018.
- How do Bahamas and Saint Lucia rank globally for pupil-trained teacher ratio in upper secondary education?
- Bahamas ranks 27th and Saint Lucia ranks 24th of 46 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Pupil-trained teacher ratio in upper 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.