Pupil-trained teacher ratio in secondary education in Botswana
Botswana: Pupil-trained teacher ratio in secondary education was 13.94 headcount basis in 2007. ▼ Falling
Pupil-trained teacher ratio in secondary education in Botswana, 1998–2007
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
The most recent figure for pupil-trained teacher ratio in secondary education in Botswana is 13.94 headcount basis, measured in 2007. That is the lowest value across all 10 years on record.
That represents a change of down 0.6% on the previous year and down 33.2% over ten years.
Over the whole period, pupil-trained teacher ratio in secondary education in Botswana peaked at 20.87 headcount basis in 1998 and was at its lowest, 13.94 headcount basis, in 2007.
Botswana ranks 47th of 69 countries on this measure, in the middle of the range.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 20.37 headcount basis | 19.88 headcount basis | 20.87 headcount basis | 2 |
| 2000s | 15.63 headcount basis | 13.94 headcount basis | 18.74 headcount basis | 8 |
Countries ranked near Botswana
- 44 Mongolia 14.85 headcount basis compare
- 45 Panama 14.2 headcount basis compare
- 46 Kyrgyzstan 13.96 headcount basis compare
- 48 Costa Rica 13.74 headcount basis compare
- 49 Saudi Arabia 13.57 headcount basis
- 50 Saint Kitts and Nevis 12.85 headcount basis compare
More reference data data for Botswana
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure left on Pa 1,846 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Burning - Crop re 0.8077 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Agricultural Soil 1,899 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 6.97 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Crop Residues 11.23 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.0825 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.0424 (2050)
- Emission Totals - Emissions (N2O) - Burning - Crop residues 0.003 (2050)
- Emission Totals - Emissions (N2O) - Agricultural Soils 7.17 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - IPCC Agriculture 1,922 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in secondary education in Botswana?
- Pupil-trained teacher ratio in secondary education in Botswana was 13.94 headcount basis in 2007, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in secondary education recorded in Botswana?
- The highest recorded value was 20.87 headcount basis in 1998.
- What is the lowest pupil-trained teacher ratio in secondary education recorded in Botswana?
- The lowest recorded value was 13.94 headcount basis in 2007.
- How does Botswana rank for pupil-trained teacher ratio in secondary education?
- Botswana ranks 47th out of 69 countries with data for 2007.
- Is pupil-trained teacher ratio in secondary education rising or falling in Botswana?
- Over the last ten years it is down 33.2%. The long-run trend across the full record is falling.
- Where does this Botswana data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Pupil-trained teacher ratio in secondary 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.