Pupil-qualified teacher ratio in upper secondary in Panama
Panama: Pupil-qualified teacher ratio in upper secondary was 14.6 headcount basis in 2017. ▲ Rising
Pupil-qualified teacher ratio in upper secondary in Panama, 2013–2017
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
The most recent figure for pupil-qualified teacher ratio in upper secondary in Panama is 14.6 headcount basis, measured in 2017.
Compared with earlier readings it is down 16.0% on the previous year and up 4.4% over five years.
Panama ranks 15th of 27 countries on this measure, in the middle of the range.
Countries ranked near Panama
More reference data data for Panama
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Frequently asked questions
- What is pupil-qualified teacher ratio in upper secondary in Panama?
- Pupil-qualified teacher ratio in upper secondary in Panama was 14.6 headcount basis in 2017, according to UNESCO Institute for Statistics.
- What is the highest pupil-qualified teacher ratio in upper secondary recorded in Panama?
- The highest recorded value was 17.37 headcount basis in 2016.
- What is the lowest pupil-qualified teacher ratio in upper secondary recorded in Panama?
- The lowest recorded value was 12.6 headcount basis in 2014.
- How does Panama rank for pupil-qualified teacher ratio in upper secondary?
- Panama ranks 15th out of 27 countries with data for 2017.
- Where does this Panama data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Pupil-qualified teacher ratio in upper secondary (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.