Pupil-trained teacher ratio in secondary education in Eswatini
Eswatini: Pupil-trained teacher ratio in secondary education was 21.57 headcount basis in 2015. ▲ Rising
Pupil-trained teacher ratio in secondary education in Eswatini, 1998–2015
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
Eswatini recorded 21.57 headcount basis for pupil-trained teacher ratio in secondary education in 2015.
That represents a change of up 2.9% on the previous year and up 27.2% over ten years.
Over the whole period, pupil-trained teacher ratio in secondary education in Eswatini peaked at 24.84 headcount basis in 2010 and was at its lowest, 16.95 headcount basis, in 2005.
That places Eswatini 30th out of 69 countries with data for 2015, putting it in the middle of the range.
The long-run direction has been consistently rising across the 13 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 17.95 headcount basis | 17.95 headcount basis | 17.95 headcount basis | 1 |
| 2000s | 19.17 headcount basis | 16.95 headcount basis | 22.37 headcount basis | 7 |
| 2010s | 22.48 headcount basis | 20.96 headcount basis | 24.84 headcount basis | 5 |
Countries ranked near Eswatini
More reference data data for Eswatini
- Emission Totals - Direct emissions (N2O) - Manure left on Pasture 1.35 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - IPCC Agriculture 1,474 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - Enteric Fermentation 947.41 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Burning - Crop re 2.56 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Agricultural Soil 464.17 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - Crop Residues 6.88 (2050)
- Emission Totals - Direct emissions (N2O) - Agricultural Soils 1.42 (2050)
- Emission Totals - Direct emissions (N2O) - Manure applied to Soils 0.0477 (2050)
- Emission Totals - Emissions (CO2eq) (AR5) - Agricultural Soils 464.17 (2050)
- Emission Totals - Emissions (CH4) - Manure Management 1.21 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in secondary education in Eswatini?
- Pupil-trained teacher ratio in secondary education in Eswatini was 21.57 headcount basis in 2015, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in secondary education recorded in Eswatini?
- The highest recorded value was 24.84 headcount basis in 2010.
- What is the lowest pupil-trained teacher ratio in secondary education recorded in Eswatini?
- The lowest recorded value was 16.95 headcount basis in 2005.
- How does Eswatini rank for pupil-trained teacher ratio in secondary education?
- Eswatini ranks 30th out of 69 countries with data for 2015.
- Is pupil-trained teacher ratio in secondary education rising or falling in Eswatini?
- Over the last ten years it is up 27.2%. The long-run trend across the full record is rising.
- Where does this Eswatini 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.