Qatar vs Trinidad and Tobago: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Qatar
- Trinidad and Tobago
How they compare
Qatar currently reports 3,055 number against 2,568 number in Trinidad and Tobago, a difference of 487 number.
That makes Qatar's figure about 1.2 times Trinidad and Tobago's.
Across all 6 years both countries report, Trinidad and Tobago has been ahead every year.
Qatar ranks 96th and Trinidad and Tobago ranks 98th of 138 countries.
Trinidad and Tobago has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Qatar | Trinidad and Tobago | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1,073 number | 1,988 number | 915 number | Trinidad and Tobago |
| 2000s | 1,419 number | 2,242 number | 823.2 number | Trinidad and Tobago |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Qatar or Trinidad and Tobago?
- Qatar, at 3,055 number against 2,568 number in Trinidad and Tobago as of 2019.
- What is the difference in teachers in lower secondary education, female between Qatar and Trinidad and Tobago?
- 487 number, with Qatar ahead.
- How many years of comparable data are there for Qatar and Trinidad and Tobago?
- 6 years are reported by both, from 1999 to 2009.
- How do Qatar and Trinidad and Tobago rank globally for teachers in lower secondary education, female?
- Qatar ranks 96th and Trinidad and Tobago ranks 98th of 138 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in lower secondary education, female (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of female teachers in public and private lower secondary education institutions (ISCED 2). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.