Pupil-trained teacher ratio in lower secondary education in Viet Nam
Viet Nam: Pupil-trained teacher ratio in lower secondary education was 18.63 headcount basis in 2019. ▼ Falling
Pupil-trained teacher ratio in lower secondary education in Viet Nam, 1999–2019
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
Viet Nam recorded 18.63 headcount basis for pupil-trained teacher ratio in lower secondary education in 2019.
That represents a change of up 5.1% on the previous year and up 2.8% over ten years.
Over the whole period, pupil-trained teacher ratio in lower secondary education in Viet Nam peaked at 33.24 headcount basis in 1999 and was at its lowest, 15.62 headcount basis, in 2014.
Viet Nam ranks 34th of 60 countries on this measure, in the middle of the range.
The long-run direction has been consistently falling across the 18 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 33.24 headcount basis | 33.24 headcount basis | 33.24 headcount basis | 1 |
| 2000s | 24.04 headcount basis | 18.12 headcount basis | 32 headcount basis | 8 |
| 2010s | 16.73 headcount basis | 15.62 headcount basis | 18.63 headcount basis | 9 |
Countries ranked near Viet Nam
- 31 Gambia 20.67 headcount basis compare
- 32 Kiribati 19.16 headcount basis compare
- 33 Saint Kitts and Nevis 18.71 headcount basis compare
- 35 Lao People's Democratic Republic 18.39 headcount basis compare
- 36 Ghana 18.3 headcount basis compare
- 37 Palestine, State of 17.61 headcount basis compare
More reference data data for Viet Nam
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 3.68 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 4.24 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 16.73 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 1.89 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 16.73 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 12.35 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 18.98 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 23.56 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 93.83 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 10.27 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in lower secondary education in Viet Nam?
- Pupil-trained teacher ratio in lower secondary education in Viet Nam was 18.63 headcount basis in 2019, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in lower secondary education recorded in Viet Nam?
- The highest recorded value was 33.24 headcount basis in 1999.
- What is the lowest pupil-trained teacher ratio in lower secondary education recorded in Viet Nam?
- The lowest recorded value was 15.62 headcount basis in 2014.
- How does Viet Nam rank for pupil-trained teacher ratio in lower secondary education?
- Viet Nam ranks 34th out of 60 countries with data for 2019.
- Is pupil-trained teacher ratio in lower secondary education rising or falling in Viet Nam?
- Over the last ten years it is up 2.8%. The long-run trend across the full record is falling.
- Where does this Viet Nam 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 — 18 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.