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

Nepal: Pupil-trained teacher ratio in pre-primary education was 22.32 headcount basis in 2019. ▼ Falling

Latest (2019)
22.32 headcount basis
Change on year
down 2.8%
World rank
34th
of 72 countries
All-time high
30.52 headcount basis
in 2010
All-time low
22.32 headcount basis
in 2019
Years of data
9
2010–2019

Pupil-trained teacher ratio in pre-primary education in Nepal, 2010–2019

01020302010201420192010: 30.5 headcount basis2011: 29.7 headcount basis2012: 27.7 headcount basis2013: 26.7 headcount basis2014: 26.1 headcount basis2015: 25.2 headcount basis2016: 23.5 headcount basis2017: 23 headcount basis2019: 22.3 headcount basis

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

Analysis

Nepal recorded 22.32 headcount basis for pupil-trained teacher ratio in pre-primary education in 2019. That is the lowest value across all 9 years on record.

The figure is down 2.8% on the previous year and down 26.9% over ten years.

Over the whole period, pupil-trained teacher ratio in pre-primary education in Nepal peaked at 30.52 headcount basis in 2010 and was at its lowest, 22.32 headcount basis, in 2019.

That places Nepal 34th out of 72 countries with data for 2019, putting it in the middle of the range.

Countries ranked near Nepal

  1. 31 Guyana 23.99 headcount basis compare
  2. 32 Brunei 23.86 headcount basis compare
  3. 33 Ecuador 22.58 headcount basis compare
  4. 35 Seychelles 21.29 headcount basis compare
  5. 36 Botswana 21.08 headcount basis compare
  6. 37 Dominican Republic 20.99 headcount basis compare

See the full ranking of 90 places →

More reference data data for Nepal

All data for Nepal →

Frequently asked questions

What is pupil-trained teacher ratio in pre-primary education in Nepal?
Pupil-trained teacher ratio in pre-primary education in Nepal was 22.32 headcount basis in 2019, according to UNESCO Institute for Statistics.
What is the highest pupil-trained teacher ratio in pre-primary education recorded in Nepal?
The highest recorded value was 30.52 headcount basis in 2010.
What is the lowest pupil-trained teacher ratio in pre-primary education recorded in Nepal?
The lowest recorded value was 22.32 headcount basis in 2019.
How does Nepal rank for pupil-trained teacher ratio in pre-primary education?
Nepal ranks 34th out of 72 countries with data for 2019.
Is pupil-trained teacher ratio in pre-primary education rising or falling in Nepal?
Over the last ten years it is down 26.9%. The long-run trend across the full record is falling.
Where does this Nepal 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.