Pupil-trained teacher ratio in upper secondary education in Niger
Niger: Pupil-trained teacher ratio in upper secondary education was 139.49 headcount basis in 2017. ▲ Rising
Pupil-trained teacher ratio in upper secondary education in Niger, 2003–2017
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
Niger recorded 139.49 headcount basis for pupil-trained teacher ratio in upper secondary education in 2017. That is the highest value across all 7 years on record.
The figure is up 26.4% on the previous year and up 73.1% over ten years.
Over the whole period, pupil-trained teacher ratio in upper secondary education in Niger peaked at 139.49 headcount basis in 2017 and was at its lowest, 36.59 headcount basis, in 2003.
Niger ranks 1st of 46 countries on this measure, in the top 10%.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 51.69 headcount basis | 36.59 headcount basis | 80.59 headcount basis | 3 |
| 2010s | 109.8 headcount basis | 66.5 headcount basis | 139.49 headcount basis | 4 |
Countries ranked near Niger
More reference data data for Niger
- Emission Totals - Emissions (N2O) - Crop Residues 3.1 (2050)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - IPCC Agriculture 11,350 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.2425 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.3983 (2050)
- Emission Totals - Emissions (N2O) - Agricultural Soils 42.42 (2050)
- Emission Totals - Emissions (N2O) - Burning - Crop residues 0.0079 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.8132 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 9.7 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 9.7 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.57 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in upper secondary education in Niger?
- Pupil-trained teacher ratio in upper secondary education in Niger was 139.49 headcount basis in 2017, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in upper secondary education recorded in Niger?
- The highest recorded value was 139.49 headcount basis in 2017.
- What is the lowest pupil-trained teacher ratio in upper secondary education recorded in Niger?
- The lowest recorded value was 36.59 headcount basis in 2003.
- How does Niger rank for pupil-trained teacher ratio in upper secondary education?
- Niger ranks 1st out of 46 countries with data for 2017.
- Is pupil-trained teacher ratio in upper secondary education rising or falling in Niger?
- Over the last ten years it is up 73.1%. The long-run trend across the full record is rising.
- Where does this Niger 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.