Pupil-trained teacher ratio in primary education in Eritrea
Eritrea: Pupil-trained teacher ratio in primary education was 45.87 headcount basis in 2018. ▼ Falling
Pupil-trained teacher ratio in primary education in Eritrea, 1999–2018
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2018, pupil-trained teacher ratio in primary education in Eritrea stood at 45.87 headcount basis.
That represents a change of down 13.6% over ten years.
Over the whole period, pupil-trained teacher ratio in primary education in Eritrea peaked at 66.01 headcount basis in 2000 and was at its lowest, 40.46 headcount basis, in 2010.
Eritrea ranks 18th of 108 countries on this measure, in the top quarter.
The long-run direction has been consistently falling across the 17 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 64.55 headcount basis | 64.55 headcount basis | 64.55 headcount basis | 1 |
| 2000s | 56.5 headcount basis | 41.7 headcount basis | 66.01 headcount basis | 10 |
| 2010s | 48.96 headcount basis | 40.46 headcount basis | 60.08 headcount basis | 6 |
Countries ranked near Eritrea
More reference data data for Eritrea
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0485 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 1.57 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.0531 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 1.46 (2050)
- Emission Totals - Direct emissions (N2O) - IPCC Agriculture 5.71 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - Crop Residues 70 (2050)
- Emission Totals - Direct emissions (N2O) - Manure left on Pasture 5.34 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - Burning - Crop residues 5.43 (2050)
- Emission Totals - Direct emissions (N2O) - Agricultural Soils 5.71 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - Agricultural Soils 1,930 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in primary education in Eritrea?
- Pupil-trained teacher ratio in primary education in Eritrea was 45.87 headcount basis in 2018, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in primary education recorded in Eritrea?
- The highest recorded value was 66.01 headcount basis in 2000.
- What is the lowest pupil-trained teacher ratio in primary education recorded in Eritrea?
- The lowest recorded value was 40.46 headcount basis in 2010.
- How does Eritrea rank for pupil-trained teacher ratio in primary education?
- Eritrea ranks 18th out of 108 countries with data for 2018.
- Is pupil-trained teacher ratio in primary education rising or falling in Eritrea?
- Over the last ten years it is down 13.6%. The long-run trend across the full record is falling.
- Where does this Eritrea data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Pupil-trained teacher ratio in primary education (headcount basis). Statizoid updates them automatically from the source API.
Download this data
CSV · JSON — 17 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.