Pupil-trained teacher ratio in pre-primary education in Nicaragua
Nicaragua: Pupil-trained teacher ratio in pre-primary education was 63.67 headcount basis in 2010. ▼ Falling
Pupil-trained teacher ratio in pre-primary education in Nicaragua, 1998–2010
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2010, pupil-trained teacher ratio in pre-primary education in Nicaragua stood at 63.67 headcount basis.
The figure is up 4.7% on the previous year and down 27.9% over ten years.
Over the whole period, pupil-trained teacher ratio in pre-primary education in Nicaragua peaked at 98.92 headcount basis in 2004 and was at its lowest, 56.52 headcount basis, in 2007.
That places Nicaragua 6th out of 72 countries with data for 2010, putting it in the top 10%.
The long-run direction has been consistently falling across the 11 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 83.9 headcount basis | 79.71 headcount basis | 88.09 headcount basis | 2 |
| 2000s | 78.14 headcount basis | 56.52 headcount basis | 98.92 headcount basis | 8 |
| 2010s | 63.67 headcount basis | 63.67 headcount basis | 63.67 headcount basis | 1 |
Countries ranked near Nicaragua
More reference data data for Nicaragua
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 2.76 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.4575 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 2.76 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 1.72 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0819 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - Crop Residues 118.1 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - IPCC Agriculture 3,743 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - Burning - Crop residues 51.81 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure applied to 406.46 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure Management 120.75 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in pre-primary education in Nicaragua?
- Pupil-trained teacher ratio in pre-primary education in Nicaragua was 63.67 headcount basis in 2010, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in pre-primary education recorded in Nicaragua?
- The highest recorded value was 98.92 headcount basis in 2004.
- What is the lowest pupil-trained teacher ratio in pre-primary education recorded in Nicaragua?
- The lowest recorded value was 56.52 headcount basis in 2007.
- How does Nicaragua rank for pupil-trained teacher ratio in pre-primary education?
- Nicaragua ranks 6th out of 72 countries with data for 2010.
- Is pupil-trained teacher ratio in pre-primary education rising or falling in Nicaragua?
- Over the last ten years it is down 27.9%. The long-run trend across the full record is falling.
- Where does this Nicaragua 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.