ERIC Number: ED202137
Record Type: RIE
Publication Date: 1979-Sep
Reference Count: 0
Cross-National Comparison of Student-to-Teacher Ratios: An Example in Convergence Theory.
Inkeles, Alex; Sirowy, Larry
Convergence theory, which explains changes in social systems, predicts that student-teacher ratios will become more similar worldwide under the impact of economic accumulation, technological utilization, industrialization, location and growth of the student-age population, enrollment expansion, and changes in each society's relationship to the individual. To test this proposition, student-teacher ratios at the primary, secondary, and tertiary (postsecondary) levels were computed for 1950, 1965, and 1974/75 for 34 low-income countries, 59 middle-income countries, 18 industrialized countries, and 11 centrally-planned countries. The differences in country income levels approximate the differences in economic development being tested. Further historical testing used data on student-teacher ratios in 24 European countries from 1860 to 1960. Results for primary education show strong convergence toward lower student-teacher ratios through time and across economic levels. Ratios for secondary and postsecondary education show less evidence of convergence, although both industrialized and centrally-planned countries do converge toward lower ratios at the secondary level. Appendices list the student-teacher ratios for the 122 developed and developing countries and the 24 European countries. (RW)
Descriptors: Comparative Analysis, Cross Cultural Studies, Developed Nations, Developing Nations, Economic Development, Economic Factors, Elementary Secondary Education, Postsecondary Education, Social Change, Student Teacher Ratio, Tables (Data)
Publications, Institute for Research on Educational Finance and Governance, School of Education/CERAS Bldg., Stanford University, Stanford, CA 94305 ($1.00).
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Inst. for Research on Educational Finance and Governance.
Identifiers: Convergence Theory