Pupil-trained teacher ratio in primary education in South Asia
South Asia: Pupil-trained teacher ratio in primary education was 40.88 headcount basis in 2019. ▬ Flat
Pupil-trained teacher ratio in primary education in South Asia, 2013–2019
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
The most recent figure for pupil-trained teacher ratio in primary education in South Asia is 40.88 headcount basis, measured in 2019. That is the lowest value across all 7 years on record.
The figure is down 2.2% on the previous year and down 6.2% over ten years.
South Asia ranks 10th of 29 groups on this measure, in the middle of the range.
Countries ranked near South Asia
- 7 Equatorial Guinea, Republic of 62.39 headcount basis
- 8 Least developed countries 50.22 headcount basis compare
- 8 Rwanda 60.24 headcount basis compare
- 9 Bangladesh 59.6 headcount basis compare
- 10 Pakistan 59.58 headcount basis compare
- 11 Mozambique, Republic of 58.32 headcount basis compare
- 12 Sierra Leone 58.27 headcount basis compare
- 13 Benin 57.41 headcount basis compare
More reference data data for South Asia
- Exchange rate, new LCU per USD extended backward, period average 102.17 (2026)
- CPI Price, nominal 246.03 (2026)
- CPI Price, nominal, seas. adj. 247.05 (2026)
- School age population, one year before than official primary entry age 16.19 million number (2019)
- School age population, one year before than official primary entry age 33.83 million number (2019)
- School age population, one year before than official primary entry age 17.64 million number (2019)
- School life expectancy, primary, both sexes 5.02 years (2019)
- School life expectancy, primary, male 5.06 years (2019)
- School life expectancy, primary, female 4.98 years (2019)
- Share of all students in secondary education enrolled in general progr 98.2% (2019)
Frequently asked questions
- What is pupil-trained teacher ratio in primary education in South Asia?
- Pupil-trained teacher ratio in primary education in South Asia was 40.88 headcount basis in 2019, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in primary education recorded in South Asia?
- The highest recorded value was 51 headcount basis in 2016.
- What is the lowest pupil-trained teacher ratio in primary education recorded in South Asia?
- The lowest recorded value was 40.88 headcount basis in 2019.
- How does South Asia rank for pupil-trained teacher ratio in primary education?
- South Asia ranks 10th out of 29 groups with data for 2019.
- Is pupil-trained teacher ratio in primary education rising or falling in South Asia?
- Over the last ten years it is down 6.2%. The long-run trend across the full record is flat.
- Where does this South Asia 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.