Pupil-trained teacher ratio in upper secondary education in Eritrea
Eritrea: Pupil-trained teacher ratio in upper secondary education was 45.96 headcount basis in 2013. ▼ Falling
Pupil-trained teacher ratio in upper secondary education in Eritrea, 1999–2013
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
Eritrea recorded 45.96 headcount basis for pupil-trained teacher ratio in upper secondary education in 2013.
That represents a change of up 7.0% on the previous year and down 42.0% over ten years.
Over the whole period, pupil-trained teacher ratio in upper secondary education in Eritrea peaked at 79.22 headcount basis in 2003 and was at its lowest, 42.97 headcount basis, in 2012.
Eritrea ranks 3rd of 46 countries on this measure, in the top 10%.
The long-run direction has been consistently falling across the 15 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 58.28 headcount basis | 58.28 headcount basis | 58.28 headcount basis | 1 |
| 2000s | 60.66 headcount basis | 47.83 headcount basis | 79.22 headcount basis | 10 |
| 2010s | 46.36 headcount basis | 42.97 headcount basis | 49.6 headcount basis | 4 |
Countries ranked near Eritrea
- 1 Niger 139.49 headcount basis compare
- 2 Bangladesh 51.99 headcount basis compare
- 4 Belize 44 headcount basis compare
- 5 Nicaragua 41.39 headcount basis compare
- 6 Mozambique 31.11 headcount basis compare
More reference data data for Eritrea
- Emission Totals - Emissions (CH4) - Manure Management 5.07 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure applied to 47.21 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure Management 19.34 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Manure left on Pa 1,801 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Crop Residues 70 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Agricultural Soil 1,930 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - Burning - Crop re 1.07 (2050)
- Emission Totals - Emissions (CH4) - Burning - Crop residues 0.1557 (2050)
- Emission Totals - Emissions (CO2eq) from CH4 (AR5) - IPCC Agriculture 4,287 (2050)
- Emission Totals - Emissions (CO2eq) from CH4 (AR5) - Manure Management 142.08 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in upper secondary education in Eritrea?
- Pupil-trained teacher ratio in upper secondary education in Eritrea was 45.96 headcount basis in 2013, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in upper secondary education recorded in Eritrea?
- The highest recorded value was 79.22 headcount basis in 2003.
- What is the lowest pupil-trained teacher ratio in upper secondary education recorded in Eritrea?
- The lowest recorded value was 42.97 headcount basis in 2012.
- How does Eritrea rank for pupil-trained teacher ratio in upper secondary education?
- Eritrea ranks 3rd out of 46 countries with data for 2013.
- Is pupil-trained teacher ratio in upper secondary education rising or falling in Eritrea?
- Over the last ten years it is down 42.0%. The long-run trend across the full record is falling.
- Where does this Eritrea 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.