Pupil-trained teacher ratio in primary education in Uruguay
Uruguay: Pupil-trained teacher ratio in primary education was 10.69 headcount basis in 2018. ▼ Falling
Pupil-trained teacher ratio in primary education in Uruguay, 2013–2018
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2018, pupil-trained teacher ratio in primary education in Uruguay stood at 10.69 headcount basis. That is the lowest value across all 6 years on record.
The figure is down 3.0% on the previous year and down 10.6% over ten years.
Uruguay ranks 103rd of 108 countries on this measure, in the bottom quarter.
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Frequently asked questions
- What is pupil-trained teacher ratio in primary education in Uruguay?
- Pupil-trained teacher ratio in primary education in Uruguay was 10.69 headcount basis in 2018, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in primary education recorded in Uruguay?
- The highest recorded value was 11.96 headcount basis in 2013.
- What is the lowest pupil-trained teacher ratio in primary education recorded in Uruguay?
- The lowest recorded value was 10.69 headcount basis in 2018.
- How does Uruguay rank for pupil-trained teacher ratio in primary education?
- Uruguay ranks 103rd out of 108 countries with data for 2018.
- Is pupil-trained teacher ratio in primary education rising or falling in Uruguay?
- Over the last ten years it is down 10.6%. The long-run trend across the full record is falling.
- Where does this Uruguay 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.