Pupil-qualified teacher ratio in primary education in Sub-Saharan Africa (excluding high income)
Sub-Saharan Africa (excluding high income): Pupil-qualified teacher ratio in primary education was 47.31 headcount basis in 2019. ▼ Falling
Pupil-qualified teacher ratio in primary education in Sub-Saharan Africa (excluding high income), 2012–2019
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
Sub-Saharan Africa (excluding high income) recorded 47.31 headcount basis for pupil-qualified teacher ratio in primary education in 2019.
That represents a change of up 2.0% on the previous year and down 6.6% over ten years.
Sub-Saharan Africa (excluding high income) ranks 2nd of 29 groups on this measure, in the top 10%.
Pupil-qualified teacher ratio in primary education in Sub-Saharan Africa (excluding high income), year by year
| Year | headcount basis | Change |
|---|---|---|
| 2012 | 50.65 headcount basis | — |
| 2013 | 50.55 headcount basis | -0.2% |
| 2014 | 48.62 headcount basis | -3.8% |
| 2015 | 46.97 headcount basis | -3.4% |
| 2016 | 46.7 headcount basis | -0.6% |
| 2017 | 46.71 headcount basis | +0.0% |
| 2018 | 46.36 headcount basis | -0.7% |
| 2019 | 47.31 headcount basis | +2.0% |
Countries ranked near Sub-Saharan Africa (excluding high income)
More reference data data for Sub-Saharan Africa (excluding high income)
- School life expectancy, primary, both sexes 6.17 years (2019)
- School age population, one year before than official primary entry 16.21 million number (2019)
- School age population, one year before than official primary entry 15.80 million number (2019)
- School age population, one year before than official primary entry 32.02 million number (2019)
- School life expectancy, primary, male 6.33 years (2019)
- School life expectancy, primary, female 6.02 years (2019)
- Share of all students in secondary education enrolled in general 94.2% (2018)
- School life expectancy, pre-primary, both sexes 0.7795 years (2019)
- Gross enrolment ratio for tertiary education, adjusted gender parity 0.7648 GPIA (2018)
- Teachers in primary education, male 2.57 million number (2019)
Frequently asked questions
- What is pupil-qualified teacher ratio in primary education in Sub-Saharan Africa (excluding high income)?
- Pupil-qualified teacher ratio in primary education in Sub-Saharan Africa (excluding high income) was 47.31 headcount basis in 2019, according to UNESCO Institute for Statistics.
- What is the highest pupil-qualified teacher ratio in primary education recorded in Sub-Saharan Africa (excluding high income)?
- The highest recorded value was 50.65 headcount basis in 2012.
- What is the lowest pupil-qualified teacher ratio in primary education recorded in Sub-Saharan Africa (excluding high income)?
- The lowest recorded value was 46.36 headcount basis in 2018.
- How does Sub-Saharan Africa (excluding high income) rank for pupil-qualified teacher ratio in primary education?
- Sub-Saharan Africa (excluding high income) ranks 2nd out of 29 groups with data for 2019.
- Is pupil-qualified teacher ratio in primary education rising or falling in Sub-Saharan Africa (excluding high income)?
- Over the last ten years it is down 6.6%. The long-run trend across the full record is falling.
- Where does this Sub-Saharan Africa (excluding high income) data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Pupil-qualified teacher ratio in primary education (headcount basis). Statizoid updates them automatically from the source API.
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About this data
Average number of pupils per qualified 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 qualified teachers at the same level. A qualified teacher is one who has the minimum academic qualifications necessary to teach at a specific level of education in a given country. This is usually related to the subject(s) they teach. 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.