Pupil-trained teacher ratio in pre-primary education in Morocco
Morocco: Pupil-trained teacher ratio in pre-primary education was 18.15 headcount basis in 2012. ▲ Rising
Pupil-trained teacher ratio in pre-primary education in Morocco, 2005–2012
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2012, pupil-trained teacher ratio in pre-primary education in Morocco stood at 18.15 headcount basis.
That represents a change of down 2.6% on the previous year and up 4.7% over ten years.
Morocco ranks 47th of 72 countries on this measure, in the middle of the range.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 17.66 headcount basis | 17.33 headcount basis | 18.17 headcount basis | 3 |
| 2010s | 18.39 headcount basis | 18.15 headcount basis | 18.64 headcount basis | 2 |
Countries ranked near Morocco
More reference data data for Morocco
- Temperature anomalies by month 0.2498 °C (2026)
- Spring temperature anomalies -1.2 °C (2026)
- Summer temperature anomalies 1.66 °C (2026)
- Consumer price index 130.51 2010 = 100 (2025)
- Universal right to vote 2 (2025)
- Autumn temperature anomalies 0.9465 °C (2025)
- Winter temperature anomalies -1.11 °C (2025)
- Universal right to vote in practice 0 (2025)
- Annual precipitation 282.36 millimeters (2025)
- Men's universal right to vote 1 (2025)
Frequently asked questions
- What is pupil-trained teacher ratio in pre-primary education in Morocco?
- Pupil-trained teacher ratio in pre-primary education in Morocco was 18.15 headcount basis in 2012, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in pre-primary education recorded in Morocco?
- The highest recorded value was 18.64 headcount basis in 2010.
- What is the lowest pupil-trained teacher ratio in pre-primary education recorded in Morocco?
- The lowest recorded value was 17.33 headcount basis in 2005.
- How does Morocco rank for pupil-trained teacher ratio in pre-primary education?
- Morocco ranks 47th out of 72 countries with data for 2012.
- Is pupil-trained teacher ratio in pre-primary education rising or falling in Morocco?
- Over the last ten years it is up 4.7%. The long-run trend across the full record is rising.
- Where does this Morocco 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 — 5 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.