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Pupil-trained teacher ratio in pre-primary education in Democratic Republic of Congo

Democratic Republic of Congo: Pupil-trained teacher ratio in pre-primary education was 112.85 headcount basis in 2015. ▬ Flat

Latest (2015)
112.85 headcount basis
Change on year
down 6.7%
World rank
2nd
of 72 countries
All-time high
155.26 headcount basis
in 2012
All-time low
110.11 headcount basis
in 2011
Years of data
6
2010–2015

Pupil-trained teacher ratio in pre-primary education in Democratic Republic of Congo, 2010–2015

0501001502010201220152010: 111.7 headcount basis2011: 110.1 headcount basis2012: 155.3 headcount basis2013: 137.4 headcount basis2014: 120.9 headcount basis2015: 112.8 headcount basis

Source: UNESCO Institute for Statistics. Measured in headcount basis.

Analysis

The most recent figure for pupil-trained teacher ratio in pre-primary education in Democratic Republic of Congo is 112.85 headcount basis, measured in 2015.

That represents a change of down 6.7% on the previous year and up 1.0% over ten years.

That places Democratic Republic of Congo 2nd out of 72 countries with data for 2015, putting it in the top 10%.

Countries ranked near Democratic Republic of Congo

  1. 1 Tanzania 208.16 headcount basis compare
  2. 3 Niger 89.36 headcount basis compare
  3. 4 Rwanda 82.29 headcount basis compare
  4. 5 Eritrea 70.54 headcount basis compare

See the full ranking of 90 places →

More reference data data for Democratic Republic of Congo

All data for Democratic Republic of Congo →

Frequently asked questions

What is pupil-trained teacher ratio in pre-primary education in Democratic Republic of Congo?
Pupil-trained teacher ratio in pre-primary education in Democratic Republic of Congo was 112.85 headcount basis in 2015, according to UNESCO Institute for Statistics.
What is the highest pupil-trained teacher ratio in pre-primary education recorded in Democratic Republic of Congo?
The highest recorded value was 155.26 headcount basis in 2012.
What is the lowest pupil-trained teacher ratio in pre-primary education recorded in Democratic Republic of Congo?
The lowest recorded value was 110.11 headcount basis in 2011.
How does Democratic Republic of Congo rank for pupil-trained teacher ratio in pre-primary education?
Democratic Republic of Congo ranks 2nd out of 72 countries with data for 2015.
Is pupil-trained teacher ratio in pre-primary education rising or falling in Democratic Republic of Congo?
Over the last ten years it is up 1.0%. The long-run trend across the full record is flat.
Where does this Democratic Republic of Congo 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

Indicator
Pupil-trained teacher ratio in pre-primary education (headcount basis)
Unit
headcount basis
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
90 places, 1,066 data points, 1976–2020
Last refreshed

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.