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Pupil-trained teacher ratio in upper secondary education in Laos

Laos: Pupil-trained teacher ratio in upper secondary education was 16.31 headcount basis in 2019. ▼ Falling

Latest (2019)
16.31 headcount basis
Change on year
down 19.8%
World rank
22nd
of 46 countries
All-time high
31.47 headcount basis
in 2005
All-time low
16.31 headcount basis
in 2019
Years of data
20
1999–2019

Pupil-trained teacher ratio in upper secondary education in Laos, 1999–2019

01020301999200920191999: 22.7 headcount basis2000: 21.7 headcount basis2001: 23.8 headcount basis2002: 25.5 headcount basis2003: 28 headcount basis2004: 28.1 headcount basis2005: 31.5 headcount basis2006: 29.8 headcount basis2007: 28 headcount basis2008: 27.5 headcount basis2009: 24.7 headcount basis2010: 21.5 headcount basis2011: 21.3 headcount basis2012: 20 headcount basis2013: 18.7 headcount basis2014: 19 headcount basis2015: 19.5 headcount basis2016: 19.7 headcount basis2017: 20.3 headcount basis2019: 16.3 headcount basis

Source: UNESCO Institute for Statistics. Measured in headcount basis.

Analysis

Laos recorded 16.31 headcount basis for pupil-trained teacher ratio in upper secondary education in 2019. That is the lowest value across all 20 years on record.

The figure is down 19.8% on the previous year and down 34.0% over ten years.

Over the whole period, pupil-trained teacher ratio in upper secondary education in Laos peaked at 31.47 headcount basis in 2005 and was at its lowest, 16.31 headcount basis, in 2019.

That places Laos 22nd out of 46 countries with data for 2019, putting it in the middle of the range.

The long-run direction has been consistently falling across the 20 years of available data.

Averages by decade

DecadeAverage LowestHighest Years
1990s 22.72 headcount basis 22.72 headcount basis 22.72 headcount basis 1
2000s 26.86 headcount basis 21.7 headcount basis 31.47 headcount basis 10
2010s 19.58 headcount basis 16.31 headcount basis 21.49 headcount basis 9

Countries ranked near Laos

  1. 19 Mongolia 19.49 headcount basis compare
  2. 20 Suriname 17.69 headcount basis compare
  3. 21 Mexico 16.94 headcount basis compare
  4. 23 Cape Verde 15.61 headcount basis compare
  5. 24 Saint Lucia 15.37 headcount basis compare
  6. 25 Dominica 15.01 headcount basis compare

See the full ranking of 58 places →

More reference data data for Laos

All data for Laos →

Frequently asked questions

What is pupil-trained teacher ratio in upper secondary education in Laos?
Pupil-trained teacher ratio in upper secondary education in Laos was 16.31 headcount basis in 2019, according to UNESCO Institute for Statistics.
What is the highest pupil-trained teacher ratio in upper secondary education recorded in Laos?
The highest recorded value was 31.47 headcount basis in 2005.
What is the lowest pupil-trained teacher ratio in upper secondary education recorded in Laos?
The lowest recorded value was 16.31 headcount basis in 2019.
How does Laos rank for pupil-trained teacher ratio in upper secondary education?
Laos ranks 22nd out of 46 countries with data for 2019.
Is pupil-trained teacher ratio in upper secondary education rising or falling in Laos?
Over the last ten years it is down 34.0%. The long-run trend across the full record is falling.
Where does this Laos 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

Indicator
Pupil-trained teacher ratio in upper secondary education (headcount basis)
Unit
headcount basis
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
58 places, 590 data points, 1998–2019
Last refreshed

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.