Pupil-trained teacher ratio in upper secondary education in Bangladesh
Bangladesh: Pupil-trained teacher ratio in upper secondary education was 51.99 headcount basis in 2019. ▼ Falling
Pupil-trained teacher ratio in upper secondary education in Bangladesh, 1998–2019
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
The most recent figure for pupil-trained teacher ratio in upper secondary education in Bangladesh is 51.99 headcount basis, measured in 2019. That is the lowest value across all 16 years on record.
Compared with earlier readings it is down 4.6% on the previous year and down 17.0% over ten years.
Over the whole period, pupil-trained teacher ratio in upper secondary education in Bangladesh peaked at 159.22 headcount basis in 1998 and was at its lowest, 51.99 headcount basis, in 2019.
That places Bangladesh 2nd out of 46 countries with data for 2019, putting it in the top 10%.
The long-run direction has been consistently falling across the 16 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 156.26 headcount basis | 153.29 headcount basis | 159.22 headcount basis | 2 |
| 2000s | 98.02 headcount basis | 57.76 headcount basis | 144 headcount basis | 8 |
| 2010s | 57.81 headcount basis | 51.99 headcount basis | 63.34 headcount basis | 6 |
Countries ranked near Bangladesh
- 1 Least developed countries 40.62 headcount basis compare
- 1 Niger 139.49 headcount basis compare
- 3 Eritrea, The State of 45.96 headcount basis compare
- 4 Belize 44 headcount basis compare
- 5 Nicaragua 41.39 headcount basis compare
More reference data data for Bangladesh
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 2.46 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 9.09 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 24.63 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 2.62 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 24.63 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 8.25 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 2.5 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 37.85 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 105.98 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 14.25 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in upper secondary education in Bangladesh?
- Pupil-trained teacher ratio in upper secondary education in Bangladesh was 51.99 headcount basis in 2019, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in upper secondary education recorded in Bangladesh?
- The highest recorded value was 159.22 headcount basis in 1998.
- What is the lowest pupil-trained teacher ratio in upper secondary education recorded in Bangladesh?
- The lowest recorded value was 51.99 headcount basis in 2019.
- How does Bangladesh rank for pupil-trained teacher ratio in upper secondary education?
- Bangladesh ranks 2nd out of 46 countries with data for 2019.
- Is pupil-trained teacher ratio in upper secondary education rising or falling in Bangladesh?
- Over the last ten years it is down 17.0%. The long-run trend across the full record is falling.
- Where does this Bangladesh data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Pupil-trained teacher ratio in upper 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.