Pupil-trained teacher ratio in primary education in Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
Middle East, North Africa, Afghanistan & Pakistan (excluding high income): Pupil-trained teacher ratio in primary education was 27.12 headcount basis in 2019. ▲ Rising
Pupil-trained teacher ratio in primary education in Middle East, North Africa, Afghanistan & Pakistan (excluding high income), 2000–2019
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2019, pupil-trained teacher ratio in primary education in Middle East, North Africa, Afghanistan & Pakistan (excluding high income) stood at 27.12 headcount basis. That is the highest value across all 20 years on record.
That represents a change of up 1.3% on the previous year and up 11.2% over ten years.
Over the whole period, pupil-trained teacher ratio in primary education in Middle East, North Africa, Afghanistan & Pakistan (excluding high income) peaked at 27.12 headcount basis in 2019 and was at its lowest, 23.37 headcount basis, in 2004.
Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 22nd of 30 groups on this measure, in the middle of the range.
The long-run direction has been consistently rising across the 20 years of available data.
Pupil-trained teacher ratio in primary education in Middle East, North Africa, Afghanistan & Pakistan (excluding high income), year by year
| Year | headcount basis | Change |
|---|---|---|
| 2000 | 25.05 headcount basis | — |
| 2001 | 24.59 headcount basis | -1.9% |
| 2002 | 24.45 headcount basis | -0.6% |
| 2003 | 23.92 headcount basis | -2.2% |
| 2004 | 23.37 headcount basis | -2.3% |
| 2005 | 24.16 headcount basis | +3.4% |
| 2006 | 24.34 headcount basis | +0.8% |
| 2007 | 24.56 headcount basis | +0.9% |
| 2008 | 24.44 headcount basis | -0.5% |
| 2009 | 24.38 headcount basis | -0.2% |
| 2010 | 24.68 headcount basis | +1.2% |
| 2011 | 24.77 headcount basis | +0.3% |
| 2012 | 25.35 headcount basis | +2.3% |
| 2013 | 26.31 headcount basis | +3.8% |
| 2014 | 25.71 headcount basis | -2.3% |
| 2015 | 25.98 headcount basis | +1.0% |
| 2016 | 26.57 headcount basis | +2.3% |
| 2017 | 26.97 headcount basis | +1.5% |
| 2018 | 26.78 headcount basis | -0.7% |
| 2019 | 27.12 headcount basis | +1.3% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 24.32 headcount basis | 23.37 headcount basis | 25.05 headcount basis | 10 |
| 2010s | 26.02 headcount basis | 24.68 headcount basis | 27.12 headcount basis | 10 |
Countries ranked near Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
- 19 Kenya 44.76 headcount basis compare
- 20 Senegal 44.64 headcount basis compare
- 21 Burkina Faso 44.47 headcount basis compare
- 22 Ghana 43.87 headcount basis compare
- 23 Burundi 42.92 headcount basis compare
- 24 Gambia 42.23 headcount basis compare
- 25 Tanzania, United Republic of 42.11 headcount basis compare
More reference data data for Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
- Exchange rate, new LCU per USD extended backward, period average 15,654 (2021)
- CPI Price, nominal 818.96 (2026)
- CPI Price, nominal, annual growth rate 5.73 % change on previous year (2026)
- CPI Price, nominal, seas. adj. 869.41 (2026)
- School age population, one year before than official primary entry 8.53 million number (2019)
- School age population, one year before than official primary entry 4.15 million number (2019)
- School age population, one year before than official primary entry 4.38 million number (2019)
- School life expectancy, primary, both sexes 6.1 years (2019)
- School life expectancy, primary, male 6.22 years (2019)
- School life expectancy, primary, female 5.97 years (2019)
All data for Middle East, North Africa, Afghanistan & Pakistan (excluding high income) →
Frequently asked questions
- What is pupil-trained teacher ratio in primary education in Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
- Pupil-trained teacher ratio in primary education in Middle East, North Africa, Afghanistan & Pakistan (excluding high income) was 27.12 headcount basis in 2019, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in primary education recorded in Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
- The highest recorded value was 27.12 headcount basis in 2019.
- What is the lowest pupil-trained teacher ratio in primary education recorded in Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
- The lowest recorded value was 23.37 headcount basis in 2004.
- How does Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank for pupil-trained teacher ratio in primary education?
- Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 22nd out of 30 groups with data for 2019.
- Is pupil-trained teacher ratio in primary education rising or falling in Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
- Over the last ten years it is up 11.2%. The long-run trend across the full record is rising.
- Where does this Middle East, North Africa, Afghanistan & Pakistan (excluding high 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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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.