By United Nations Educational Scientific an
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Additional info for Teachers And Educational Quality: Monitoring Global Needs for 2015 (Unesco Reference Works)
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T E A C H E R S U P P LY A N D D E M A N D : A G L O B A L S TAT U S R E P O R T Are these projected growth rates feasible in light of past experience? 20 compares growth rates among primary teachers in the 1990s with those needed to attain 2015 targets. In the Congo, for example, the rate of growth of primary teachers has actually declined, on average, over the past decade due to conflict. The other Central and Western African countries facing the greatest difficulties – Burkina Faso, Chad, Ethiopia and Niger – experienced 6% to 8% growth during the previous decade, which is slightly more than one-half to three-quarters of that needed for UPE.
9 Annual average change in the number of pupils and teachers and pupil-teacher ratios in primary education, 1991-2004 % 10 8 6 Countries for which the PTR level in 2004 was lower than the median of 20:1 Countries for which the PTR level in 2004 was higher than the median of 20:1 29 C H A P T E R 1. 9 continued Annual average change in the number of pupils and teachers and pupil-teacher ratios in primary education, 1991-2004 % 10 8 6 Countries for which the PTR level in 2004 was lower than the median of 20:1 4 2 0 -2 -4 -6 -8 -10 Note: +1 Data refer to 2005.
Wealthier regions tend to have greater access to human resources for education (lower pupil-teacher ratios). Argentina, Brazil, Canada, China, Egypt, India and Peru perform poorly in the area of equal educational opportunity at both the primary and secondary levels. This is also the case for secondary education in Mexico but not at the primary level, where poorer regions tend to have lower pupilteacher ratios. A comparison between the mid-1990s and early 2000s does not show any consistent movement towards greater equity in the 16 countries.
