DEFINITION
Pupil-teacher ratio, secondary level is the average number of pupils per teacher in secondary
education. Cross-country comparisons may be affected by such factors as the composition of teachers by part- and full-time employment.
| Rank |
Countries
|
Amount
|
|
# 1
|
Nepal: |
61.1 |
|
|
# 2
|
Eritrea: |
50.7 |
|
|
# 3
|
Ethiopia: |
46.6 |
|
|
# 4
|
Bangladesh: |
42.6 |
|
|
# 5
|
Bhutan: |
38.6 |
|
|
# 6
|
Togo: |
35.2 |
|
|
# 7
|
Chad: |
34.1 |
|
|
# 8
|
Grenada: |
33.1 |
|
|
# 9
|
Dominican Republic: |
32.1 |
|
|
= 10
|
Burma: |
29.9 |
|
|
= 10
|
Guinea: |
29.9 |
|
|
# 12
|
South Africa: |
29.5 |
|
|
= 13
|
El Salvador: |
29.1 |
|
|
= 13
|
Cote d'Ivoire: |
29.1 |
|
|
= 15
|
Zambia: |
29 |
|
|
= 15
|
Mozambique: |
29 |
|
|
# 17
|
Mali: |
28.4 |
|
|
# 18
|
Pakistan: |
28.3 |
|
|
# 19
|
Vietnam: |
28.2 |
|
|
# 20
|
Gabon: |
28.1 |
|
|
= 21
|
Senegal: |
27.9 |
|
|
= 21
|
Burkina Faso: |
27.9 |
|
|
# 23
|
Sudan: |
27.3 |
|
|
# 24
|
Mauritania: |
26.2 |
|
|
# 25
|
Kenya: |
26.1 |
|
|
# 26
|
Thailand: |
25.2 |
|
|
# 27
|
Vanuatu: |
24.5 |
|
|
# 28
|
Niger: |
24.4 |
|
|
# 29
|
Cape Verde: |
24.3 |
|
|
# 30
|
Gambia, The: |
24.2 |
|
|
# 31
|
Cameroon: |
23.8 |
|
|
# 32
|
Chile: |
23.4 |
|
|
# 33
|
Lesotho: |
23.1 |
|
|
# 34
|
Macau: |
23 |
|
|
# 35
|
Djibouti: |
22.8 |
|
|
= 36
|
Trinidad and Tobago: |
22.6 |
|
|
= 36
|
Turkey: |
22.6 |
|
|
# 38
|
Iceland: |
22.5 |
|
|
= 39
|
Papua New Guinea: |
22.2 |
|
|
= 39
|
Singapore: |
22.2 |
|
|
= 41
|
Namibia: |
21.6 |
|
|
= 41
|
Marshall Islands: |
21.6 |
|
|
# 43
|
Equatorial Guinea: |
21.3 |
|
|
# 44
|
Mexico: |
20.6 |
|
|
# 45
|
Jordan: |
20.3 |
|
|
# 46
|
Benin: |
20 |
|
|
# 47
|
Mauritius: |
19.9 |
|
|
# 48
|
Samoa: |
19.5 |
|
|
# 49
|
Malaysia: |
19.4 |
|
|
# 50
|
Brazil: |
19.2 |
|
|
# 51
|
Iraq: |
19.1 |
|
|
= 52
|
Canada: |
18.8 |
|
|
= 52
|
Tunisia: |
18.8 |
|
|
# 54
|
Guyana: |
18.7 |
|
|
# 55
|
Uganda: |
18.6 |
|
|
# 56
|
Angola: |
18.3 |
|
|
# 57
|
Algeria: |
18.2 |
|
|
# 58
|
India: |
17.9 |
|
|
= 59
|
Oman: |
17.8 |
|
|
= 59
|
Swaziland: |
17.8 |
|
|
# 61
|
Cambodia: |
17.6 |
|
|
# 62
|
Botswana: |
17.4 |
|
|
= 63
|
Burundi: |
17.3 |
|
|
= 63
|
Uruguay: |
17.3 |
|
|
= 65
|
Liberia: |
17.2 |
|
|
= 65
|
Peru: |
17.2 |
|
|
= 65
|
United Kingdom: |
17.2 |
|
|
# 68
|
Madagascar: |
17 |
|
|
# 69
|
Ecuador: |
16.8 |
|
|
# 70
|
Morocco: |
16.7 |
|
|
# 71
|
Macedonia, The Former Yugoslav Republic of: |
16.3 |
|
|
# 72
|
China: |
16.2 |
|
|
# 73
|
Aruba: |
15.6 |
|
|
# 74
|
Belize: |
15.5 |
|
|
= 75
|
Barbados: |
15.4 |
|
|
= 75
|
Germany: |
15.4 |
|
|
# 77
|
Sweden: |
15.3 |
|
|
# 78
|
Netherlands Antilles: |
15.2 |
|
|
# 79
|
United States: |
14.9 |
|
|
# 80
|
Syria: |
14.7 |
|
|
# 81
|
Seychelles: |
14.5 |
|
|
# 82
|
Japan: |
14.2 |
|
|
# 83
|
Argentina: |
13.8 |
|
|
= 84
|
Suriname: |
13.4 |
|
|
= 84
|
Antigua and Barbuda: |
13.4 |
|
|
# 86
|
Guatemala: |
13.2 |
|
|
# 87
|
Slovenia: |
13.1 |
|
|
# 88
|
Ireland: |
13 |
|
|
# 89
|
Cyprus: |
12.9 |
|
|
= 90
|
Bahrain: |
12.8 |
|
|
= 90
|
Saudi Arabia: |
12.8 |
|
|
= 90
|
Czech Republic: |
12.8 |
|
|
= 93
|
Bulgaria: |
12.5 |
|
|
= 93
|
Slovakia: |
12.5 |
|
|
= 93
|
Romania: |
12.5 |
|
|
# 96
|
United Arab Emirates: |
12.4 |
|
|
# 97
|
Finland: |
12.2 |
|
|
# 98
|
France: |
12 |
|
|
# 99
|
Cuba: |
11.4 |
|
|
# 100
|
Lithuania: |
11.2 |
|
|
# 101
|
Switzerland: |
10.8 |
|
|
= 102
|
Estonia: |
10.5 |
|
|
= 102
|
Italy: |
10.5 |
|
|
# 104
|
Israel: |
10.4 |
|
|
= 105
|
Austria: |
10.3 |
|
|
= 105
|
Greece: |
10.3 |
|
|
= 105
|
Malta: |
10.3 |
|
|
= 105
|
Latvia: |
10.3 |
|
|
# 109
|
Qatar: |
10.2 |
|
|
# 110
|
Hungary: |
10 |
|
|
# 111
|
Paraguay: |
9.9 |
|
|
# 112
|
Tonga: |
9.7 |
|
|
= 113
|
Denmark: |
9.6 |
|
|
= 113
|
Saint Kitts and Nevis: |
9.6 |
|
|
# 115
|
Lebanon: |
8.9 |
|
|
# 116
|
Spain: |
8.5 |
|
|
# 117
|
Azerbaijan: |
7.8 |
|
|
= 118
|
Norway: |
7.1 |
|
|
= 118
|
Libya: |
7.1 |
|
|
= 118
|
Bermuda: |
7.1 |
|
|
# 121
|
Georgia: |
5 |
|
| |
Weighted average: |
19.4 |
|
DEFINITION: Pupil-teacher ratio, secondary level is the average number of pupils per teacher in secondary
education. Cross-country comparisons may be affected by such factors as the composition of teachers by part- and full-time employment.