Bahrain vs Belarus: Pupil-trained teacher ratio in upper secondary education
Pupil-trained teacher ratio in upper secondary education over time
- Bahrain
- Belarus
How they compare
Belarus currently reports 9.73 headcount basis against 9.49 headcount basis in Bahrain, a difference of 0.24 headcount basis.
The two have swapped places 1 time across 6 shared years of data; in 2013 it was Bahrain ahead.
Bahrain ranks 39th and Belarus ranks 37th of 46 countries.
Bahrain 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, Bahrain or Belarus?
- Belarus, at 9.73 headcount basis against 9.49 headcount basis in Bahrain as of 2018.
- What is the difference in pupil-trained teacher ratio in upper secondary education between Bahrain and Belarus?
- 0.24 headcount basis, with Belarus ahead.
- How many years of comparable data are there for Bahrain and Belarus?
- 6 years are reported by both, from 2013 to 2018.
- How do Bahrain and Belarus rank globally for pupil-trained teacher ratio in upper secondary education?
- Bahrain ranks 39th and Belarus ranks 37th 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.