Pupil-trained teacher ratio in pre-primary education in Panama
Panama: Pupil-trained teacher ratio in pre-primary education was 15.39 headcount basis in 2017. ▼ Falling
Pupil-trained teacher ratio in pre-primary education in Panama, 1999–2017
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
The most recent figure for pupil-trained teacher ratio in pre-primary education in Panama is 15.39 headcount basis, measured in 2017.
That represents a change of up 2.3% on the previous year and down 65.7% over ten years.
Over the whole period, pupil-trained teacher ratio in pre-primary education in Panama peaked at 52.6 headcount basis in 1999 and was at its lowest, 15.04 headcount basis, in 2016.
Panama ranks 54th of 72 countries on this measure, in the middle of the range.
The long-run direction has been consistently falling across the 15 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 52.6 headcount basis | 52.6 headcount basis | 52.6 headcount basis | 1 |
| 2000s | 41.22 headcount basis | 34.97 headcount basis | 50.1 headcount basis | 9 |
| 2010s | 29.39 headcount basis | 15.04 headcount basis | 40.03 headcount basis | 5 |
Countries ranked near Panama
More reference data data for Panama
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.1446 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.6179 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.9793 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0285 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.9793 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.4849 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.2267 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 3.44 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 5.08 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.1553 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in pre-primary education in Panama?
- Pupil-trained teacher ratio in pre-primary education in Panama was 15.39 headcount basis in 2017, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in pre-primary education recorded in Panama?
- The highest recorded value was 52.6 headcount basis in 1999.
- What is the lowest pupil-trained teacher ratio in pre-primary education recorded in Panama?
- The lowest recorded value was 15.04 headcount basis in 2016.
- How does Panama rank for pupil-trained teacher ratio in pre-primary education?
- Panama ranks 54th out of 72 countries with data for 2017.
- Is pupil-trained teacher ratio in pre-primary education rising or falling in Panama?
- Over the last ten years it is down 65.7%. The long-run trend across the full record is falling.
- Where does this Panama 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 — 15 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.