Pupil-trained teacher ratio in secondary education in Cape Verde
Cape Verde: Pupil-trained teacher ratio in secondary education was 16.06 headcount basis in 2018. ▼ Falling
Pupil-trained teacher ratio in secondary education in Cape Verde, 2003–2018
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2018, pupil-trained teacher ratio in secondary education in Cape Verde stood at 16.06 headcount basis. That is the lowest value across all 12 years on record.
Compared with earlier readings it is down 3.7% on the previous year and down 30.5% over ten years.
Over the whole period, pupil-trained teacher ratio in secondary education in Cape Verde peaked at 38.21 headcount basis in 2003 and was at its lowest, 16.06 headcount basis, in 2018.
Cape Verde ranks 39th of 69 countries on this measure, in the middle of the range.
The long-run direction has been consistently falling across the 12 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 30.72 headcount basis | 22.55 headcount basis | 38.21 headcount basis | 6 |
| 2010s | 18.34 headcount basis | 16.06 headcount basis | 21.55 headcount basis | 6 |
Countries ranked near Cape Verde
More reference data data for Cape Verde
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Agricultural Soil 73.95 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - IPCC Agriculture 127.77 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure applied to 39.35 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure Management 53.16 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure left on Pa 33.15 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Crop Residues 1.45 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.0737 (2050)
- Emission Totals - Emissions (CH4) - IPCC Agriculture 3.29 (2050)
- Emission Totals - Emissions (CH4) - Manure Management 0.5445 (2050)
- Emission Totals - Emissions (N2O) - Agricultural Soils 0.2791 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in secondary education in Cape Verde?
- Pupil-trained teacher ratio in secondary education in Cape Verde was 16.06 headcount basis in 2018, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in secondary education recorded in Cape Verde?
- The highest recorded value was 38.21 headcount basis in 2003.
- What is the lowest pupil-trained teacher ratio in secondary education recorded in Cape Verde?
- The lowest recorded value was 16.06 headcount basis in 2018.
- How does Cape Verde rank for pupil-trained teacher ratio in secondary education?
- Cape Verde ranks 39th out of 69 countries with data for 2018.
- Is pupil-trained teacher ratio in secondary education rising or falling in Cape Verde?
- Over the last ten years it is down 30.5%. The long-run trend across the full record is falling.
- Where does this Cape Verde 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.