Pupil-trained teacher ratio in primary education in Low & middle income

Low & middle income: Pupil-trained teacher ratio in primary education was 29.51 headcount basis in 2019. ▬ Flat

Latest (2019)
29.51 headcount basis
Change on year
up 1.2%
Rank
16th
of 30 groups
All-time high
30.47 headcount basis
in 2016
All-time low
29.17 headcount basis
in 2018
Years of data
7
2013–2019

Pupil-trained teacher ratio in primary education in Low & middle income, 2013–2019

01020302013201620192013: 30.1 headcount basis2014: 29.8 headcount basis2015: 29.9 headcount basis2016: 30.5 headcount basis2017: 30.3 headcount basis2018: 29.2 headcount basis2019: 29.5 headcount basis

Source: UNESCO Institute for Statistics. Measured in headcount basis.

Analysis

Low & middle income recorded 29.51 headcount basis for pupil-trained teacher ratio in primary education in 2019.

The figure is up 1.2% on the previous year and down 2.0% over ten years.

Low & middle income ranks 16th of 30 groups on this measure, in the middle of the range.

Countries ranked near Low & middle income

  1. 13 Benin 57.41 headcount basis compare
  2. 14 Nigeria 56.77 headcount basis
  3. 15 Congo 55.33 headcount basis
  4. 16 Cameroon 54.92 headcount basis compare
  5. 17 Togo 50.84 headcount basis compare
  6. 18 Eritrea 45.87 headcount basis compare
  7. 19 Kenya 44.76 headcount basis

See the full ranking of 138 places →

More reference data data for Low & middle income

All data for Low & middle income →

Frequently asked questions

What is pupil-trained teacher ratio in primary education in Low & middle income?
Pupil-trained teacher ratio in primary education in Low & middle income was 29.51 headcount basis in 2019, according to UNESCO Institute for Statistics.
What is the highest pupil-trained teacher ratio in primary education recorded in Low & middle income?
The highest recorded value was 30.47 headcount basis in 2016.
What is the lowest pupil-trained teacher ratio in primary education recorded in Low & middle income?
The lowest recorded value was 29.17 headcount basis in 2018.
How does Low & middle income rank for pupil-trained teacher ratio in primary education?
Low & middle income ranks 16th out of 30 groups with data for 2019.
Is pupil-trained teacher ratio in primary education rising or falling in Low & middle income?
Over the last ten years it is down 2.0%. The long-run trend across the full record is flat.
Where does this Low & middle income 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.

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Pupil-trained teacher ratio in primary education in Low & middle income. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 21 August 2026, from https://reference.statizoid.com/stat/pupil-trained-teacher-ratio-in-primary-education-headcount-basis/low-and-middle-income/

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About this data

Indicator
Pupil-trained teacher ratio in primary education (headcount basis)
Unit
headcount basis
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
138 places, 1,748 data points, 1997–2020
Last refreshed

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.