Pupil-trained teacher ratio in secondary education in Croatia
Croatia: Pupil-trained teacher ratio in secondary education was 10.86 headcount basis in 2003. ▼ Falling
Pupil-trained teacher ratio in secondary education in Croatia, 1999–2003
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2003, pupil-trained teacher ratio in secondary education in Croatia stood at 10.86 headcount basis. That is the lowest value across all 5 years on record.
Compared with earlier readings it is down 1.5% on the previous year and down 12.9% over five years.
Croatia ranks 58th of 69 countries on this measure, in the bottom quarter.
Pupil-trained teacher ratio in secondary education in Croatia, year by year
| Year | headcount basis | Change |
|---|---|---|
| 1999 | 12.47 headcount basis | — |
| 2000 | 11.84 headcount basis | -5.0% |
| 2001 | 11.33 headcount basis | -4.4% |
| 2002 | 11.03 headcount basis | -2.7% |
| 2003 | 10.86 headcount basis | -1.5% |
Croatia compared with similar countries
- Croatia's 10.86 headcount basis is below the median for high income countries, which is 11.74 headcount basis, 93% of the median. (23 countries reporting)
- Croatia's 10.86 headcount basis is above the median for Europe & Central Asia, which is 10.86 headcount basis, 1.0× the median. (7 countries reporting)
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 12.47 headcount basis | 12.47 headcount basis | 12.47 headcount basis | 1 |
| 2000s | 11.27 headcount basis | 10.86 headcount basis | 11.84 headcount basis | 4 |
Countries ranked near Croatia
- 55 Hong Kong 11.43 headcount basis
- 56 Uzbekistan 10.99 headcount basis
- 57 Cayman Islands 10.97 headcount basis compare
- 59 Bhutan 10.81 headcount basis compare
- 60 Oman 10.64 headcount basis compare
- 61 Macao 10.45 headcount basis compare
More reference data data for Croatia
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.2598 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.1516 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 1.85 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.1326 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 1.85 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.8711 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.5399 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.6476 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 8.13 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.7218 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in secondary education in Croatia?
- Pupil-trained teacher ratio in secondary education in Croatia was 10.86 headcount basis in 2003, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in secondary education recorded in Croatia?
- The highest recorded value was 12.47 headcount basis in 1999.
- What is the lowest pupil-trained teacher ratio in secondary education recorded in Croatia?
- The lowest recorded value was 10.86 headcount basis in 2003.
- How does Croatia rank for pupil-trained teacher ratio in secondary education?
- Croatia ranks 58th out of 69 countries with data for 2003.
- Where does this Croatia 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.