Pupil-trained teacher ratio in primary education in Mongolia

Mongolia: Pupil-trained teacher ratio in primary education was 32.58 headcount basis in 2018. ▼ Falling

Latest (2018)
32.58 headcount basis
Change on year
up 9.7%
World rank
37th
of 108 countries
All-time high
34.23 headcount basis
in 2005
All-time low
27.21 headcount basis
in 2014
Years of data
19
1998–2018

Pupil-trained teacher ratio in primary education in Mongolia, 1998–2018

01020301998200820181998: 31.7 headcount basis1999: 32.4 headcount basis2000: 32.6 headcount basis2001: 32.3 headcount basis2002: 31.8 headcount basis2003: 30.8 headcount basis2004: 32.9 headcount basis2005: 34.2 headcount basis2006: 33 headcount basis2007: 31.6 headcount basis2008: 31.1 headcount basis2009: 30.4 headcount basis2010: 31 headcount basis2011: 29.8 headcount basis2012: 29 headcount basis2013: 27.6 headcount basis2014: 27.2 headcount basis2016: 29.7 headcount basis2018: 32.6 headcount basis

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

Analysis

In 2018, pupil-trained teacher ratio in primary education in Mongolia stood at 32.58 headcount basis.

The figure is up 9.7% on the previous year and up 4.6% over ten years.

Over the whole period, pupil-trained teacher ratio in primary education in Mongolia peaked at 34.23 headcount basis in 2005 and was at its lowest, 27.21 headcount basis, in 2014.

Mongolia ranks 37th of 108 countries on this measure, in the middle of the range.

The long-run direction has been consistently falling across the 19 years of available data.

Pupil-trained teacher ratio in primary education in Mongolia, year by year

Annual values for Pupil-trained teacher ratio in primary education (headcount basis) in Mongolia, 1998 to 2018.
Year headcount basis Change
1998 31.67 headcount basis
1999 32.45 headcount basis +2.5%
2000 32.58 headcount basis +0.4%
2001 32.29 headcount basis -0.9%
2002 31.78 headcount basis -1.6%
2003 30.77 headcount basis -3.2%
2004 32.87 headcount basis +6.8%
2005 34.23 headcount basis +4.2%
2006 33.01 headcount basis -3.6%
2007 31.6 headcount basis -4.3%
2008 31.15 headcount basis -1.4%
2009 30.36 headcount basis -2.5%
2010 30.99 headcount basis +2.1%
2011 29.76 headcount basis -4.0%
2012 28.96 headcount basis -2.7%
2013 27.59 headcount basis -4.8%
2014 27.21 headcount basis -1.4%
2016 29.69 headcount basis +9.1%
2018 32.58 headcount basis +9.7%

Mongolia compared with similar countries

  • Mongolia's 32.58 headcount basis is above the median for upper middle income countries, which is 20.51 headcount basis, 1.6× the median. (33 countries reporting)
  • Mongolia's 32.58 headcount basis is above the median for East Asia & Pacific, which is 22.02 headcount basis, 1.5× the median. (14 countries reporting)

Averages by decade

DecadeAverage LowestHighest Years
1990s 32.06 headcount basis 31.67 headcount basis 32.45 headcount basis 2
2000s 32.06 headcount basis 30.36 headcount basis 34.23 headcount basis 10
2010s 29.54 headcount basis 27.21 headcount basis 32.58 headcount basis 7

Countries ranked near Mongolia

  1. 34 Democratic Republic of Congo 33.58 headcount basis compare
  2. 35 Solomon Islands 33.41 headcount basis compare
  3. 36 Guyana 33.26 headcount basis compare
  4. 38 Bhutan 32.02 headcount basis compare
  5. 39 Liberia 31.81 headcount basis compare
  6. 40 Ecuador 31.5 headcount basis compare

See the full ranking of 138 places →

More reference data data for Mongolia

All data for Mongolia →

Frequently asked questions

What is pupil-trained teacher ratio in primary education in Mongolia?
Pupil-trained teacher ratio in primary education in Mongolia was 32.58 headcount basis in 2018, according to UNESCO Institute for Statistics.
What is the highest pupil-trained teacher ratio in primary education recorded in Mongolia?
The highest recorded value was 34.23 headcount basis in 2005.
What is the lowest pupil-trained teacher ratio in primary education recorded in Mongolia?
The lowest recorded value was 27.21 headcount basis in 2014.
How does Mongolia rank for pupil-trained teacher ratio in primary education?
Mongolia ranks 37th out of 108 countries with data for 2018.
Is pupil-trained teacher ratio in primary education rising or falling in Mongolia?
Over the last ten years it is up 4.6%. The long-run trend across the full record is falling.
Where does this Mongolia 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 — 19 observations, free to reuse under CC BY 4.0 (World Bank Open Data).

Share, cite or embed this page

Cite this page

Pupil-trained teacher ratio in primary education in Mongolia. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 24 September 2026, from https://reference.statizoid.com/stat/pupil-trained-teacher-ratio-in-primary-education-headcount-basis/mongolia/

Embed or link this data

Paste this into a page to link back to these figures. The data itself is free to reuse under CC BY 4.0 (World Bank Open Data); please keep the attribution.

<a href="https://reference.statizoid.com/stat/pupil-trained-teacher-ratio-in-primary-education-headcount-basis/mongolia/">Pupil-trained teacher ratio in primary education in Mongolia</a> — Statizoid

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.