Colombia vs Sudan: Pupil-trained teacher ratio in upper secondary education
Pupil-trained teacher ratio in upper secondary education over time
- Colombia
- Sudan
How they compare
Colombia currently reports 25.39 headcount basis against 23.05 headcount basis in Sudan, a difference of 2.34 headcount basis.
That makes Colombia's figure about 1.1 times Sudan's.
The two have swapped places 2 times across 6 shared years of data; in 2012 it was Colombia ahead.
Colombia ranks 14th and Sudan ranks 16th of 46 countries.
Colombia 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, Colombia or Sudan?
- Colombia, at 25.39 headcount basis against 23.05 headcount basis in Sudan as of 2017.
- What is the difference in pupil-trained teacher ratio in upper secondary education between Colombia and Sudan?
- 2.34 headcount basis, with Colombia ahead.
- How many years of comparable data are there for Colombia and Sudan?
- 6 years are reported by both, from 2012 to 2017.
- How do Colombia and Sudan rank globally for pupil-trained teacher ratio in upper secondary education?
- Colombia ranks 14th and Sudan ranks 16th 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.