Pupil-trained teacher ratio in lower secondary education in Colombia
Colombia: Pupil-trained teacher ratio in lower secondary education was 26.9 headcount basis in 2017. ▼ Falling
Pupil-trained teacher ratio in lower secondary education in Colombia, 2007–2017
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
The most recent figure for pupil-trained teacher ratio in lower secondary education in Colombia is 26.9 headcount basis, measured in 2017.
Compared with earlier readings it is up 0.4% on the previous year and down 8.6% over ten years.
Over the whole period, pupil-trained teacher ratio in lower secondary education in Colombia peaked at 31.25 headcount basis in 2010 and was at its lowest, 26.55 headcount basis, in 2014.
Colombia ranks 22nd of 60 countries on this measure, in the middle of the range.
The long-run direction has been consistently falling across the 10 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 30.17 headcount basis | 29.44 headcount basis | 30.9 headcount basis | 2 |
| 2010s | 27.59 headcount basis | 26.55 headcount basis | 31.25 headcount basis | 8 |
Countries ranked near Colombia
- 19 Pakistan 28.41 headcount basis
- 20 Saint Vincent and the Grenadines 27.75 headcount basis
- 21 Grenada 27.75 headcount basis compare
- 23 Thailand 25.67 headcount basis
- 24 Dominican Republic 23.91 headcount basis compare
- 25 Cambodia 21.87 headcount basis compare
More reference data data for Colombia
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 2.92 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 11.17 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 19.02 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.4113 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 19.02 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 9.81 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 2.67 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 61.25 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 94.56 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 2.24 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in lower secondary education in Colombia?
- Pupil-trained teacher ratio in lower secondary education in Colombia was 26.9 headcount basis in 2017, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in lower secondary education recorded in Colombia?
- The highest recorded value was 31.25 headcount basis in 2010.
- What is the lowest pupil-trained teacher ratio in lower secondary education recorded in Colombia?
- The lowest recorded value was 26.55 headcount basis in 2014.
- How does Colombia rank for pupil-trained teacher ratio in lower secondary education?
- Colombia ranks 22nd out of 60 countries with data for 2017.
- Is pupil-trained teacher ratio in lower secondary education rising or falling in Colombia?
- Over the last ten years it is down 8.6%. The long-run trend across the full record is falling.
- Where does this Colombia 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.
Download this data
CSV · JSON — 10 observations, free to reuse under CC BY 4.0 (World Bank Open Data).
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.