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

Laos: Pupil-trained teacher ratio in pre-primary education was 20.63 headcount basis in 2019. ▲ Rising

Latest (2019)
20.63 headcount basis
Change on year
up 1.9%
World rank
39th
of 72 countries
All-time high
28.2 headcount basis
in 2009
All-time low
17.91 headcount basis
in 2004
Years of data
20
1999–2019

Pupil-trained teacher ratio in pre-primary education in Laos, 1999–2019

01020301999200920191999: 20.6 headcount basis2000: 20.6 headcount basis2001: 18.6 headcount basis2002: 18.2 headcount basis2003: 18.7 headcount basis2004: 17.9 headcount basis2005: 18.7 headcount basis2006: 19.1 headcount basis2007: 19.1 headcount basis2008: 24.9 headcount basis2009: 28.2 headcount basis2010: 19.5 headcount basis2011: 18.5 headcount basis2012: 20.8 headcount basis2014: 21.2 headcount basis2015: 20.4 headcount basis2016: 20.3 headcount basis2017: 20.2 headcount basis2018: 20.2 headcount basis2019: 20.6 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 Laos is 20.63 headcount basis, measured in 2019.

That represents a change of up 1.9% on the previous year and down 26.8% over ten years.

Over the whole period, pupil-trained teacher ratio in pre-primary education in Laos peaked at 28.2 headcount basis in 2009 and was at its lowest, 17.91 headcount basis, in 2004.

That places Laos 39th out of 72 countries with data for 2019, putting it in the middle of the range.

The long-run direction has been consistently rising across the 20 years of available data.

Averages by decade

DecadeAverage LowestHighest Years
1990s 20.56 headcount basis 20.56 headcount basis 20.56 headcount basis 1
2000s 20.4 headcount basis 17.91 headcount basis 28.2 headcount basis 10
2010s 20.21 headcount basis 18.51 headcount basis 21.16 headcount basis 9

Countries ranked near Laos

  1. 36 Botswana 21.08 headcount basis compare
  2. 37 Dominican Republic 20.99 headcount basis compare
  3. 38 Barbados 20.66 headcount basis compare
  4. 40 Oman 20.28 headcount basis compare
  5. 41 Azerbaijan 19.64 headcount basis compare
  6. 42 Suriname 19.58 headcount basis compare

See the full ranking of 90 places →

More reference data data for Laos

All data for Laos →

Frequently asked questions

What is pupil-trained teacher ratio in pre-primary education in Laos?
Pupil-trained teacher ratio in pre-primary education in Laos was 20.63 headcount basis in 2019, according to UNESCO Institute for Statistics.
What is the highest pupil-trained teacher ratio in pre-primary education recorded in Laos?
The highest recorded value was 28.2 headcount basis in 2009.
What is the lowest pupil-trained teacher ratio in pre-primary education recorded in Laos?
The lowest recorded value was 17.91 headcount basis in 2004.
How does Laos rank for pupil-trained teacher ratio in pre-primary education?
Laos ranks 39th out of 72 countries with data for 2019.
Is pupil-trained teacher ratio in pre-primary education rising or falling in Laos?
Over the last ten years it is down 26.8%. The long-run trend across the full record is rising.
Where does this Laos 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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CSV · JSON — 20 observations, free to reuse under CC BY 4.0 (World Bank Open Data).

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.