Pupil-trained teacher ratio in pre-primary education in Bahrain
Bahrain: Pupil-trained teacher ratio in pre-primary education was 14.01 headcount basis in 2019. ▼ Falling
Pupil-trained teacher ratio in pre-primary education in Bahrain, 2006–2019
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2019, pupil-trained teacher ratio in pre-primary education in Bahrain stood at 14.01 headcount basis.
That represents a change of down 2.7% on the previous year and down 57.5% over ten years.
Over the whole period, pupil-trained teacher ratio in pre-primary education in Bahrain peaked at 34.37 headcount basis in 2011 and was at its lowest, 13.77 headcount basis, in 2017.
Bahrain ranks 58th of 72 countries on this measure, in the bottom quarter.
The long-run direction has been consistently falling across the 13 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 31.28 headcount basis | 27.37 headcount basis | 33.47 headcount basis | 3 |
| 2010s | 25.79 headcount basis | 13.77 headcount basis | 34.37 headcount basis | 10 |
Countries ranked near Bahrain
More reference data data for Bahrain
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure left on Pa 14.01 (2050)
- Emission Totals - Emissions (N2O) - Agricultural Soils 0.0859 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 0.0873 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.0191 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.0528 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - IPCC Agriculture 23.12 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.0013 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure applied to 0.9102 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure Management 0.3505 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.0191 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in pre-primary education in Bahrain?
- Pupil-trained teacher ratio in pre-primary education in Bahrain was 14.01 headcount basis in 2019, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in pre-primary education recorded in Bahrain?
- The highest recorded value was 34.37 headcount basis in 2011.
- What is the lowest pupil-trained teacher ratio in pre-primary education recorded in Bahrain?
- The lowest recorded value was 13.77 headcount basis in 2017.
- How does Bahrain rank for pupil-trained teacher ratio in pre-primary education?
- Bahrain ranks 58th out of 72 countries with data for 2019.
- Is pupil-trained teacher ratio in pre-primary education rising or falling in Bahrain?
- Over the last ten years it is down 57.5%. The long-run trend across the full record is falling.
- Where does this Bahrain 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.
Download this data
CSV · JSON — 13 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.