Pupil-trained teacher ratio in upper secondary education in Panama
Panama: Pupil-trained teacher ratio in upper secondary education was 11.76 headcount basis in 2014. ▼ Falling
Pupil-trained teacher ratio in upper secondary education in Panama, 1999–2014
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
In 2014, pupil-trained teacher ratio in upper secondary education in Panama stood at 11.76 headcount basis. That is the lowest value across all 13 years on record.
Compared with earlier readings it is down 16.7% on the previous year and down 32.0% over ten years.
Over the whole period, pupil-trained teacher ratio in upper secondary education in Panama peaked at 18.13 headcount basis in 2002 and was at its lowest, 11.76 headcount basis, in 2014.
Panama ranks 31st of 46 countries on this measure, in the middle of the range.
The long-run direction has been consistently falling across the 13 years of available data.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 18.07 headcount basis | 18.07 headcount basis | 18.07 headcount basis | 1 |
| 2000s | 16.37 headcount basis | 13.83 headcount basis | 18.13 headcount basis | 9 |
| 2010s | 13.47 headcount basis | 11.76 headcount basis | 14.52 headcount basis | 3 |
Countries ranked near Panama
- 28 Palestine 14.36 headcount basis compare
- 29 Saudi Arabia 13.93 headcount basis
- 30 Costa Rica 13.65 headcount basis compare
- 32 Saint Kitts and Nevis 11.62 headcount basis compare
- 33 Qatar 11.54 headcount basis compare
- 34 Cayman Islands 10.31 headcount basis compare
More reference data data for Panama
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.1446 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.6179 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.9793 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0285 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.9793 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.4849 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.2267 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 3.44 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 5.08 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.1553 (2050)
Frequently asked questions
- What is pupil-trained teacher ratio in upper secondary education in Panama?
- Pupil-trained teacher ratio in upper secondary education in Panama was 11.76 headcount basis in 2014, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in upper secondary education recorded in Panama?
- The highest recorded value was 18.13 headcount basis in 2002.
- What is the lowest pupil-trained teacher ratio in upper secondary education recorded in Panama?
- The lowest recorded value was 11.76 headcount basis in 2014.
- How does Panama rank for pupil-trained teacher ratio in upper secondary education?
- Panama ranks 31st out of 46 countries with data for 2014.
- Is pupil-trained teacher ratio in upper secondary education rising or falling in Panama?
- Over the last ten years it is down 32.0%. The long-run trend across the full record is falling.
- Where does this Panama 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.