Pupil-trained teacher ratio in lower secondary education in Dominica
Dominica: Pupil-trained teacher ratio in lower secondary education was 30.27 headcount basis in 2014. ▼ Falling
Pupil-trained teacher ratio in lower secondary education in Dominica, 1999–2014
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
Dominica recorded 30.27 headcount basis for pupil-trained teacher ratio in lower secondary education in 2014. That is the lowest value across all 14 years on record.
The figure is down 23.6% on the previous year and down 33.5% over ten years.
Over the whole period, pupil-trained teacher ratio in lower secondary education in Dominica peaked at 79.5 headcount basis in 2006 and was at its lowest, 30.27 headcount basis, in 2014.
That places Dominica 17th out of 60 countries with data for 2014, putting it in the middle of the range.
The long-run direction has been consistently falling across the 14 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 66.36 headcount basis | 66.36 headcount basis | 66.36 headcount basis | 1 |
| 2000s | 56.59 headcount basis | 41.48 headcount basis | 79.5 headcount basis | 10 |
| 2010s | 38.01 headcount basis | 30.27 headcount basis | 44.15 headcount basis | 3 |
Countries ranked near Dominica
- 14 Trinidad and Tobago 33.43 headcount basis compare
- 15 Myanmar 32.09 headcount basis compare
- 16 Sierra Leone 31.52 headcount basis
- 18 El Salvador 29.84 headcount basis compare
- 19 Pakistan 28.41 headcount basis
- 20 Saint Vincent and the Grenadines 27.75 headcount basis compare
More reference data data for Dominica
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - IPCC Agriculture 17.31 (2050)
- Emission Totals - Emissions (N2O) - Burning - Crop residues 0 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Crop Residues 0.0207 (2050)
- Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Manure Management 1.35 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.0158 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.0047 (2050)
- Emission Totals - Emissions (CH4) - Burning - Crop residues 0.001 (2050)
- Emission Totals - Emissions (CH4) - Enteric Fermentation 1.41 (2050)
- Emission Totals - Emissions (N2O) - Agricultural Soils 0.0602 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in lower secondary education in Dominica?
- Pupil-trained teacher ratio in lower secondary education in Dominica was 30.27 headcount basis in 2014, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in lower secondary education recorded in Dominica?
- The highest recorded value was 79.5 headcount basis in 2006.
- What is the lowest pupil-trained teacher ratio in lower secondary education recorded in Dominica?
- The lowest recorded value was 30.27 headcount basis in 2014.
- How does Dominica rank for pupil-trained teacher ratio in lower secondary education?
- Dominica ranks 17th out of 60 countries with data for 2014.
- Is pupil-trained teacher ratio in lower secondary education rising or falling in Dominica?
- Over the last ten years it is down 33.5%. The long-run trend across the full record is falling.
- Where does this Dominica 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.