Pupil-trained teacher ratio in upper secondary education in Sub-Saharan Africa
Sub-Saharan Africa: Pupil-trained teacher ratio in upper secondary education was 40.54 headcount basis in 2011. ▲ Rising
Pupil-trained teacher ratio in upper secondary education in Sub-Saharan Africa, 2006–2011
Source: UNESCO Institute for Statistics. Measured in headcount basis.
Analysis
Sub-Saharan Africa recorded 40.54 headcount basis for pupil-trained teacher ratio in upper secondary education in 2011. That is the highest value across all 6 years on record.
Compared with earlier readings it is up 5.2% on the previous year and up 44.5% over ten years.
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 30.68 headcount basis | 28.05 headcount basis | 33.12 headcount basis | 4 |
| 2010s | 39.54 headcount basis | 38.55 headcount basis | 40.54 headcount basis | 2 |
Countries ranked near Sub-Saharan Africa
More reference data data for Sub-Saharan Africa
- School age population, one year before than official primary entry age 32.03 million number (2019)
- School age population, one year before than official primary entry age 15.81 million number (2019)
- School age population, one year before than official primary entry age 16.22 million number (2019)
- School life expectancy, primary, both sexes 6.17 years (2019)
- School life expectancy, primary, male 6.33 years (2019)
- School life expectancy, primary, female 6.02 years (2019)
- Share of all students in secondary education enrolled in general progr 94.2% (2018)
- School life expectancy, pre-primary, both sexes 0.78 years (2019)
- Gross enrolment ratio for tertiary education, adjusted gender parity i 0.767 GPIA (2018)
- Teachers in primary education, male 2.57 million number (2019)
Frequently asked questions
- What is pupil-trained teacher ratio in upper secondary education in Sub-Saharan Africa?
- Pupil-trained teacher ratio in upper secondary education in Sub-Saharan Africa was 40.54 headcount basis in 2011, according to UNESCO Institute for Statistics.
- What is the highest pupil-trained teacher ratio in upper secondary education recorded in Sub-Saharan Africa?
- The highest recorded value was 40.54 headcount basis in 2011.
- What is the lowest pupil-trained teacher ratio in upper secondary education recorded in Sub-Saharan Africa?
- The lowest recorded value was 28.05 headcount basis in 2006.
- How does Sub-Saharan Africa rank for pupil-trained teacher ratio in upper secondary education?
- Sub-Saharan Africa ranks 3rd out of 12 groups with data for 2011.
- Is pupil-trained teacher ratio in upper secondary education rising or falling in Sub-Saharan Africa?
- Over the last ten years it is up 44.5%. The long-run trend across the full record is rising.
- Where does this Sub-Saharan Africa 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.