Pupil-trained teacher ratio in lower secondary education in Cambodia
Cambodia: Pupil-trained teacher ratio in lower secondary education was 21.87 headcount basis in 2018. ▼ Falling
Pupil-trained teacher ratio in lower secondary education in Cambodia, 2001–2018
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
The most recent figure for pupil-trained teacher ratio in lower secondary education in Cambodia is 21.87 headcount basis, measured in 2018.
That represents a change of up 5.7% on the previous year and down 20.0% over ten years.
Over the whole period, pupil-trained teacher ratio in lower secondary education in Cambodia peaked at 31.92 headcount basis in 2006 and was at its lowest, 18.3 headcount basis, in 2001.
That places Cambodia 25th out of 60 countries with data for 2018, putting it in the middle of the range.
The long-run direction has been consistently falling across the 16 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 26.05 headcount basis | 18.3 headcount basis | 31.92 headcount basis | 8 |
| 2010s | 20.86 headcount basis | 19.8 headcount basis | 23.96 headcount basis | 8 |
Countries ranked near Cambodia
More reference data data for Cambodia
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.6712 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.8536 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 2.73 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.8836 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 2.73 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 2.25 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 4.25 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 4.85 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 17.66 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 4.81 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in lower secondary education in Cambodia?
- Pupil-trained teacher ratio in lower secondary education in Cambodia was 21.87 headcount basis in 2018, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in lower secondary education recorded in Cambodia?
- The highest recorded value was 31.92 headcount basis in 2006.
- What is the lowest pupil-trained teacher ratio in lower secondary education recorded in Cambodia?
- The lowest recorded value was 18.3 headcount basis in 2001.
- How does Cambodia rank for pupil-trained teacher ratio in lower secondary education?
- Cambodia ranks 25th out of 60 countries with data for 2018.
- Is pupil-trained teacher ratio in lower secondary education rising or falling in Cambodia?
- Over the last ten years it is down 20.0%. The long-run trend across the full record is falling.
- Where does this Cambodia data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Pupil-trained teacher ratio in lower secondary education (headcount basis). Statizoid updates them automatically from the source API.
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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.