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Pupil-trained teacher ratio in pre-primary education in Ecuador

Ecuador: Pupil-trained teacher ratio in pre-primary education was 22.58 headcount basis in 2007. ▲ Rising

Latest (2007)
22.58 headcount basis
Change on year
down 3.5%
World rank
33rd
of 72 countries
All-time high
26.02 headcount basis
in 2002
All-time low
17.37 headcount basis
in 2001
Years of data
8
2000–2007

Pupil-trained teacher ratio in pre-primary education in Ecuador, 2000–2007

01020302000200320072000: 17.4 headcount basis2001: 17.4 headcount basis2002: 26 headcount basis2003: 24.4 headcount basis2004: 23.2 headcount basis2005: 23.7 headcount basis2006: 23.4 headcount basis2007: 22.6 headcount basis

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

Analysis

Ecuador recorded 22.58 headcount basis for pupil-trained teacher ratio in pre-primary education in 2007.

The figure is down 3.5% on the previous year and up 29.8% over ten years.

That places Ecuador 33rd out of 72 countries with data for 2007, putting it in the middle of the range.

Countries ranked near Ecuador

  1. 30 Mexico 24.17 headcount basis compare
  2. 31 Guyana 23.99 headcount basis compare
  3. 32 Brunei 23.86 headcount basis compare
  4. 34 Nepal 22.32 headcount basis compare
  5. 35 Seychelles 21.29 headcount basis compare
  6. 36 Botswana 21.08 headcount basis compare

See the full ranking of 90 places →

More reference data data for Ecuador

All data for Ecuador →

Frequently asked questions

What is pupil-trained teacher ratio in pre-primary education in Ecuador?
Pupil-trained teacher ratio in pre-primary education in Ecuador was 22.58 headcount basis in 2007, according to UNESCO Institute for Statistics.
What is the highest pupil-trained teacher ratio in pre-primary education recorded in Ecuador?
The highest recorded value was 26.02 headcount basis in 2002.
What is the lowest pupil-trained teacher ratio in pre-primary education recorded in Ecuador?
The lowest recorded value was 17.37 headcount basis in 2001.
How does Ecuador rank for pupil-trained teacher ratio in pre-primary education?
Ecuador ranks 33rd out of 72 countries with data for 2007.
Is pupil-trained teacher ratio in pre-primary education rising or falling in Ecuador?
Over the last ten years it is up 29.8%. The long-run trend across the full record is rising.
Where does this Ecuador 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.