Guatemala vs Jamaica: Teaching staff compensation as a percentage of total expenditure in
Teaching staff compensation as a percentage of total expenditure in over time
- Guatemala
- Jamaica
How they compare
Guatemala currently reports 67.3% against 66.9% in Jamaica, a difference of 0.4%.
Across all 6 years both countries report, Guatemala has been ahead every year.
Guatemala ranks 13th and Jamaica ranks 14th of 57 countries.
Guatemala has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher teaching staff compensation as a percentage of total expenditure in, Guatemala or Jamaica?
- Guatemala, at 67.3% against 66.9% in Jamaica as of 2019.
- What is the difference in teaching staff compensation as a percentage of total expenditure in between Guatemala and Jamaica?
- 0.4%, with Guatemala ahead.
- How many years of comparable data are there for Guatemala and Jamaica?
- 6 years are reported by both, from 2014 to 2019.
- How do Guatemala and Jamaica rank globally for teaching staff compensation as a percentage of total expenditure in?
- Guatemala ranks 13th and Jamaica ranks 14th of 57 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teaching staff compensation as a percentage of total expenditure in public institutions (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Teacher compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. To calculate this indicator, divide teacher compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. Limitations: Although countries responding to the UIS questionnaire on educational expenditure are required to follow common definitions for staff compensation, in some cases government budget classifications may differ. It is also often difficult to separate staff compensation between teachers and non-teachers, as these are usually grouped together in country's accounting systems. In general, respondent countries must use estimation methods to separate teacher and non-teacher staff compensation. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/