Pupil-trained teacher ratio in upper secondary education in Middle East, North Africa, Afghanistan & Pakistan
Middle East, North Africa, Afghanistan & Pakistan: Pupil-trained teacher ratio in upper secondary education was 15.81 headcount basis in 2019. ▬ Flat
Pupil-trained teacher ratio in upper secondary education in Middle East, North Africa, Afghanistan & Pakistan, 2015–2019
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
The most recent figure for pupil-trained teacher ratio in upper secondary education in Middle East, North Africa, Afghanistan & Pakistan is 15.81 headcount basis, measured in 2019. That is the highest value across all 5 years on record.
That represents a change of up 4.6% on the previous year and up 4.6% over five years.
Pupil-trained teacher ratio in upper secondary education in Middle East, North Africa, Afghanistan & Pakistan, year by year
| Year | headcount basis | Change |
|---|---|---|
| 2015 | 15.11 headcount basis | — |
| 2016 | 14.79 headcount basis | -2.1% |
| 2017 | 15.14 headcount basis | +2.4% |
| 2018 | 15.11 headcount basis | -0.2% |
| 2019 | 15.81 headcount basis | +4.6% |
Countries ranked near Middle East, North Africa, Afghanistan & Pakistan
- 7 Nepal 30.58 headcount basis compare
- 8 El Salvador 29.76 headcount basis
- 9 Dominican Republic 28.68 headcount basis
- 10 Barbados 28.51 headcount basis compare
- 11 Grenada 27.58 headcount basis
- 12 Myanmar 27.24 headcount basis
- 13 Thailand 26.87 headcount basis compare
More reference data data for Middle East, North Africa, Afghanistan & Pakistan
- School age population, one year before than official primary entry 4.67 million number (2019)
- School age population, one year before than official primary entry 9.59 million number (2019)
- School life expectancy, primary, both sexes 6.07 years (2019)
- School age population, one year before than official primary entry 4.92 million number (2019)
- School life expectancy, primary, male 6.17 years (2019)
- School life expectancy, primary, female 5.96 years (2019)
- Share of all students in secondary education enrolled in general 88.9% (2019)
- School life expectancy, pre-primary, both sexes 0.633 years (2019)
- Gross enrolment ratio for tertiary education, adjusted gender parity 1.07 GPIA (2019)
- Teachers in primary education, male 864,804 number (2019)
All data for Middle East, North Africa, Afghanistan & Pakistan →
Frequently asked questions
- What is pupil-trained teacher ratio in upper secondary education in Middle East, North Africa, Afghanistan & Pakistan?
- Pupil-trained teacher ratio in upper secondary education in Middle East, North Africa, Afghanistan & Pakistan was 15.81 headcount basis in 2019, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in upper secondary education recorded in Middle East, North Africa, Afghanistan & Pakistan?
- The highest recorded value was 15.81 headcount basis in 2019.
- What is the lowest pupil-trained teacher ratio in upper secondary education recorded in Middle East, North Africa, Afghanistan & Pakistan?
- The lowest recorded value was 14.79 headcount basis in 2016.
- How does Middle East, North Africa, Afghanistan & Pakistan rank for pupil-trained teacher ratio in upper secondary education?
- Middle East, North Africa, Afghanistan & Pakistan ranks 10th out of 12 groups with data for 2019.
- Where does this Middle East, North Africa, Afghanistan & Pakistan 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.