Pupil-trained teacher ratio in pre-primary education in Dominica
Dominica: Pupil-trained teacher ratio in pre-primary education was 27.62 headcount basis in 2019. ◆ Volatile
Pupil-trained teacher ratio in pre-primary education in Dominica, 1999–2019
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2019, pupil-trained teacher ratio in pre-primary education in Dominica stood at 27.62 headcount basis.
The figure is down 53.6% on the previous year and down 51.3% over five years.
Over the whole period, pupil-trained teacher ratio in pre-primary education in Dominica peaked at 59.57 headcount basis in 2016 and was at its lowest, 14.99 headcount basis, in 2000.
That places Dominica 27th out of 72 countries with data for 2019, putting it in the middle of the range.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 24.42 headcount basis | 24.42 headcount basis | 24.42 headcount basis | 1 |
| 2000s | 15.46 headcount basis | 14.99 headcount basis | 15.92 headcount basis | 2 |
| 2010s | 47.99 headcount basis | 27.62 headcount basis | 59.57 headcount basis | 3 |
Countries ranked near Dominica
- 24 El Salvador 29.67 headcount basis compare
- 25 Antigua and Barbuda 29.5 headcount basis compare
- 26 United Arab Emirates 29.27 headcount basis compare
- 28 Colombia 25.63 headcount basis compare
- 29 Kyrgyzstan 24.69 headcount basis compare
- 30 Mexico 24.17 headcount basis compare
More reference data data for Dominica
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure Management 1.34 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.0001 (2050)
- Emission Totals - Emissions (N2O) - Burning - Crop residues 0 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.0158 (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 - Emissions (CO2eq) from N2O (AR5) - IPCC Agriculture 17.31 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure applied to 4.2 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Burning - Crop re 0.0069 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in pre-primary education in Dominica?
- Pupil-trained teacher ratio in pre-primary education in Dominica was 27.62 headcount basis in 2019, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in pre-primary education recorded in Dominica?
- The highest recorded value was 59.57 headcount basis in 2016.
- What is the lowest pupil-trained teacher ratio in pre-primary education recorded in Dominica?
- The lowest recorded value was 14.99 headcount basis in 2000.
- How does Dominica rank for pupil-trained teacher ratio in pre-primary education?
- Dominica ranks 27th out of 72 countries with data for 2019.
- Where does this Dominica 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 — 6 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.