Pupil-trained teacher ratio in pre-primary education in IDA only
IDA only: Pupil-trained teacher ratio in pre-primary education was 46.9 headcount basis in 2018. ▲ Rising
Pupil-trained teacher ratio in pre-primary education in IDA only, 2003–2018
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2018, pupil-trained teacher ratio in pre-primary education in IDA only stood at 46.9 headcount basis.
That represents a change of down 1.4% on the previous year and down 2.6% over ten years.
Over the whole period, pupil-trained teacher ratio in pre-primary education in IDA only peaked at 51.61 headcount basis in 2009 and was at its lowest, 41.74 headcount basis, in 2003.
The long-run direction has been consistently rising across the 16 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 45.23 headcount basis | 41.74 headcount basis | 51.61 headcount basis | 7 |
| 2010s | 49 headcount basis | 46.9 headcount basis | 50.58 headcount basis | 9 |
Countries ranked near IDA only
More reference data data for IDA only
- School age population, one year before than official primary entry age 14.24 million number (2019)
- School life expectancy, primary, both sexes 6.2 years (2019)
- School age population, one year before than official primary entry age 28.87 million number (2019)
- School age population, one year before than official primary entry age 14.63 million number (2019)
- School life expectancy, primary, female 6.04 years (2019)
- School life expectancy, primary, male 6.34 years (2019)
- Share of all students in secondary education enrolled in general progr 95.0% (2019)
- School life expectancy, pre-primary, both sexes 0.6961 years (2019)
- Gross enrolment ratio for tertiary education, adjusted gender parity i 0.7683 GPIA (2019)
- Teachers in primary education, male 2.47 million number (2019)
Frequently asked questions
- What is pupil-trained teacher ratio in pre-primary education in IDA only?
- Pupil-trained teacher ratio in pre-primary education in IDA only was 46.9 headcount basis in 2018, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in pre-primary education recorded in IDA only?
- The highest recorded value was 51.61 headcount basis in 2009.
- What is the lowest pupil-trained teacher ratio in pre-primary education recorded in IDA only?
- The lowest recorded value was 41.74 headcount basis in 2003.
- How does IDA only rank for pupil-trained teacher ratio in pre-primary education?
- IDA only ranks 7th out of 18 groups with data for 2018.
- Is pupil-trained teacher ratio in pre-primary education rising or falling in IDA only?
- Over the last ten years it is down 2.6%. The long-run trend across the full record is rising.
- Where does this IDA only 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.