Pupil-trained teacher ratio in pre-primary education in United Arab Emirates
United Arab Emirates: Pupil-trained teacher ratio in pre-primary education was 29.27 headcount basis in 2016. ▼ Falling
Pupil-trained teacher ratio in pre-primary education in United Arab Emirates, 1999–2016
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2016, pupil-trained teacher ratio in pre-primary education in United Arab Emirates stood at 29.27 headcount basis.
That represents a change of up 25.3% on the previous year and down 21.3% over ten years.
Over the whole period, pupil-trained teacher ratio in pre-primary education in United Arab Emirates peaked at 37.2 headcount basis in 2005 and was at its lowest, 15.74 headcount basis, in 2013.
That places United Arab Emirates 26th out of 72 countries with data for 2016, putting it in the middle of the range.
The long-run direction has been consistently falling across the 14 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 31.3 headcount basis | 31.3 headcount basis | 31.3 headcount basis | 1 |
| 2000s | 28.28 headcount basis | 18.16 headcount basis | 37.2 headcount basis | 6 |
| 2010s | 20.03 headcount basis | 15.74 headcount basis | 29.27 headcount basis | 7 |
Countries ranked near United Arab Emirates
- 23 Cameroon 30.63 headcount basis compare
- 24 El Salvador 29.67 headcount basis compare
- 25 Antigua and Barbuda 29.5 headcount basis compare
- 27 Dominica 27.62 headcount basis compare
- 28 Colombia 25.63 headcount basis compare
- 29 Kyrgyzstan 24.69 headcount basis compare
More reference data data for United Arab Emirates
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.0407 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.4839 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.6291 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0001 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.6291 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.1364 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.0486 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 1.91 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 2.53 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.0008 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in pre-primary education in United Arab Emirates?
- Pupil-trained teacher ratio in pre-primary education in United Arab Emirates was 29.27 headcount basis in 2016, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in pre-primary education recorded in United Arab Emirates?
- The highest recorded value was 37.2 headcount basis in 2005.
- What is the lowest pupil-trained teacher ratio in pre-primary education recorded in United Arab Emirates?
- The lowest recorded value was 15.74 headcount basis in 2013.
- How does United Arab Emirates rank for pupil-trained teacher ratio in pre-primary education?
- United Arab Emirates ranks 26th out of 72 countries with data for 2016.
- Is pupil-trained teacher ratio in pre-primary education rising or falling in United Arab Emirates?
- Over the last ten years it is down 21.3%. The long-run trend across the full record is falling.
- Where does this United Arab Emirates 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.