Pupil-trained teacher ratio in pre-primary education in Arab World
Arab World: Pupil-trained teacher ratio in pre-primary education was 25.39 headcount basis in 2019. ▲ Rising
Pupil-trained teacher ratio in pre-primary education in Arab World, 2004–2019
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2019, pupil-trained teacher ratio in pre-primary education in Arab World stood at 25.39 headcount basis. That is the highest value across all 14 years on record.
Compared with earlier readings it is up 4.4% on the previous year and up 7.6% over ten years.
Over the whole period, pupil-trained teacher ratio in pre-primary education in Arab World peaked at 25.39 headcount basis in 2019 and was at its lowest, 19.25 headcount basis, in 2007.
The long-run direction has been consistently rising across the 14 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 20.93 headcount basis | 19.25 headcount basis | 23.6 headcount basis | 6 |
| 2010s | 23.73 headcount basis | 22.61 headcount basis | 25.39 headcount basis | 8 |
Countries ranked near Arab World
More reference data data for Arab World
- School age population, one year before than official primary entry age 4.80 million number (2019)
- School life expectancy, primary, both sexes 5.6 years (2019)
- School age population, one year before than official primary entry age 9.83 million number (2019)
- School age population, one year before than official primary entry age 5.03 million number (2019)
- School life expectancy, primary, female 5.44 years (2019)
- School life expectancy, primary, male 5.75 years (2019)
- Share of all students in secondary education enrolled in general progr 90.3% (2019)
- School life expectancy, pre-primary, both sexes 0.6009 years (2019)
- Gross enrolment ratio for tertiary education, adjusted gender parity i 1.1 GPIA (2019)
- Teachers in primary education, male 870,261 number (2019)
Frequently asked questions
- What is pupil-trained teacher ratio in pre-primary education in Arab World?
- Pupil-trained teacher ratio in pre-primary education in Arab World was 25.39 headcount basis in 2019, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in pre-primary education recorded in Arab World?
- The highest recorded value was 25.39 headcount basis in 2019.
- What is the lowest pupil-trained teacher ratio in pre-primary education recorded in Arab World?
- The lowest recorded value was 19.25 headcount basis in 2007.
- How does Arab World rank for pupil-trained teacher ratio in pre-primary education?
- Arab World ranks 15th out of 18 groups with data for 2019.
- Is pupil-trained teacher ratio in pre-primary education rising or falling in Arab World?
- Over the last ten years it is up 7.6%. The long-run trend across the full record is rising.
- Where does this Arab World data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Pupil-trained teacher ratio in pre-primary 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.