Pupil-trained teacher ratio in upper secondary education in Dominica
Dominica: Pupil-trained teacher ratio in upper secondary education was 15.01 headcount basis in 2016. ▼ Falling
Pupil-trained teacher ratio in upper secondary education in Dominica, 1999–2016
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2016, pupil-trained teacher ratio in upper secondary education in Dominica stood at 15.01 headcount basis. That is the lowest value across all 16 years on record.
Compared with earlier readings it is down 12.1% on the previous year and down 39.4% over ten years.
Over the whole period, pupil-trained teacher ratio in upper secondary education in Dominica peaked at 73.15 headcount basis in 2000 and was at its lowest, 15.01 headcount basis, in 2016.
That places Dominica 25th out of 46 countries with data for 2016, putting it in the middle of the range.
The long-run direction has been consistently falling across the 16 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 51.91 headcount basis | 51.91 headcount basis | 51.91 headcount basis | 1 |
| 2000s | 45.01 headcount basis | 23.65 headcount basis | 73.15 headcount basis | 10 |
| 2010s | 19.98 headcount basis | 15.01 headcount basis | 24.39 headcount basis | 5 |
Countries ranked near Dominica
More reference data data for Dominica
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure Management 1.34 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.0001 (2050)
- Emission Totals - Emissions (N2O) - Burning - Crop residues 0 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.0158 (2050)
- Emission Totals - Emissions (CH4) - Burning - Crop residues 0.001 (2050)
- Emission Totals - Emissions (CH4) - Enteric Fermentation 1.41 (2050)
- Emission Totals - Emissions (N2O) - Agricultural Soils 0.0602 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - IPCC Agriculture 17.31 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure applied 4.2 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Burning - Crop 0.0069 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in upper secondary education in Dominica?
- Pupil-trained teacher ratio in upper secondary education in Dominica was 15.01 headcount basis in 2016, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in upper secondary education recorded in Dominica?
- The highest recorded value was 73.15 headcount basis in 2000.
- What is the lowest pupil-trained teacher ratio in upper secondary education recorded in Dominica?
- The lowest recorded value was 15.01 headcount basis in 2016.
- How does Dominica rank for pupil-trained teacher ratio in upper secondary education?
- Dominica ranks 25th out of 46 countries with data for 2016.
- Is pupil-trained teacher ratio in upper secondary education rising or falling in Dominica?
- Over the last ten years it is down 39.4%. The long-run trend across the full record is falling.
- Where does this Dominica 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.