Pupil-trained teacher ratio in pre-primary education in Tanzania
Tanzania: Pupil-trained teacher ratio in pre-primary education was 208.16 headcount basis in 2016. ▼ Falling
Pupil-trained teacher ratio in pre-primary education in Tanzania, 2004–2016
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
The most recent figure for pupil-trained teacher ratio in pre-primary education in Tanzania is 208.16 headcount basis, measured in 2016. That is the lowest value across all 9 years on record.
That represents a change of down 2.1% on the previous year and down 22.7% over ten years.
Over the whole period, pupil-trained teacher ratio in pre-primary education in Tanzania peaked at 312.55 headcount basis in 2010 and was at its lowest, 208.16 headcount basis, in 2016.
That places Tanzania 1st out of 72 countries with data for 2016, putting it in the top 10%.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 278.47 headcount basis | 256.77 headcount basis | 298.54 headcount basis | 5 |
| 2010s | 236.11 headcount basis | 208.16 headcount basis | 312.55 headcount basis | 4 |
Countries ranked near Tanzania
More reference data data for Tanzania
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.6405 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 11.44 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 14.14 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.7582 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 14.14 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 2.15 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.26 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 59.37 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 72.45 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 4.13 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in pre-primary education in Tanzania?
- Pupil-trained teacher ratio in pre-primary education in Tanzania was 208.16 headcount basis in 2016, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in pre-primary education recorded in Tanzania?
- The highest recorded value was 312.55 headcount basis in 2010.
- What is the lowest pupil-trained teacher ratio in pre-primary education recorded in Tanzania?
- The lowest recorded value was 208.16 headcount basis in 2016.
- How does Tanzania rank for pupil-trained teacher ratio in pre-primary education?
- Tanzania ranks 1st out of 72 countries with data for 2016.
- Is pupil-trained teacher ratio in pre-primary education rising or falling in Tanzania?
- Over the last ten years it is down 22.7%. The long-run trend across the full record is falling.
- Where does this Tanzania 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.