Pupil-trained teacher ratio in primary education in Turks and Caicos Islands
Turks and Caicos Islands: Pupil-trained teacher ratio in primary education was 41.35 headcount basis in 2018. ▲ Rising
Pupil-trained teacher ratio in primary education in Turks and Caicos Islands, 1999–2018
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
Turks and Caicos Islands recorded 41.35 headcount basis for pupil-trained teacher ratio in primary education in 2018. That is the highest value across all 6 years on record.
That represents a change of up 128.4% over ten years.
Over the whole period, pupil-trained teacher ratio in primary education in Turks and Caicos Islands peaked at 41.35 headcount basis in 2018 and was at its lowest, 10.42 headcount basis, in 2014.
Turks and Caicos Islands ranks 29th of 108 countries on this measure, in the middle of the range.
Pupil-trained teacher ratio in primary education in Turks and Caicos Islands, year by year
| Year | headcount basis | Change |
|---|---|---|
| 1999 | 23.06 headcount basis | — |
| 2001 | 23.15 headcount basis | +0.4% |
| 2002 | 21.37 headcount basis | -7.7% |
| 2003 | 18.1 headcount basis | -15.3% |
| 2014 | 10.42 headcount basis | -42.4% |
| 2018 | 41.35 headcount basis | +296.8% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 23.06 headcount basis | 23.06 headcount basis | 23.06 headcount basis | 1 |
| 2000s | 20.87 headcount basis | 18.1 headcount basis | 23.15 headcount basis | 3 |
| 2010s | 25.88 headcount basis | 10.42 headcount basis | 41.35 headcount basis | 2 |
Countries ranked near Turks and Caicos Islands
More reference data data for Turks and Caicos Islands
- Emission Totals - Emissions (CO2eq) (AR5) - IPCC Agriculture 0 (2019)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - IPCC Agriculture 0 (2019)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 0 (2019)
- Emission Totals - Emissions (CH4) - IPCC Agriculture 0 (2019)
- Emission Totals - Emissions (CO2eq) from CH4 (AR5) - IPCC Agriculture 0 (2019)
- Foreign aid received by income group 16.96 million (2007)
- Foreign aid received net 16.96 million (2007)
- Foreign aid received as grants and concessional loans 16.61 million (2007)
- Wealth share richest 27.61 (2024)
- Government vs private aid by recipient 16.96 million (2007)
Frequently asked questions
- What is pupil-trained teacher ratio in primary education in Turks and Caicos Islands?
- Pupil-trained teacher ratio in primary education in Turks and Caicos Islands was 41.35 headcount basis in 2018, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in primary education recorded in Turks and Caicos Islands?
- The highest recorded value was 41.35 headcount basis in 2018.
- What is the lowest pupil-trained teacher ratio in primary education recorded in Turks and Caicos Islands?
- The lowest recorded value was 10.42 headcount basis in 2014.
- How does Turks and Caicos Islands rank for pupil-trained teacher ratio in primary education?
- Turks and Caicos Islands ranks 29th out of 108 countries with data for 2018.
- Is pupil-trained teacher ratio in primary education rising or falling in Turks and Caicos Islands?
- Over the last ten years it is up 128.4%. The long-run trend across the full record is rising.
- Where does this Turks and Caicos Islands 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.