Oman vs Qatar: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Oman
- Qatar
How they compare
Oman currently reports 4,338 number against 3,502 number in Qatar, a difference of 836 number.
That makes Oman's figure about 1.2 times Qatar's.
The two have swapped places 3 times across 26 shared years of data; in 1974 it was Qatar ahead.
Oman ranks 116th and Qatar ranks 118th of 185 countries.
Across the 5 decades both report, Oman averaged higher in 2 and Qatar in 3.
Head to head by decade
| Decade | Oman | Qatar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2.33 number | 50.33 number | 48 number | Qatar |
| 1980s | 78.5 number | 199.5 number | 121 number | Qatar |
| 1990s | 219 number | 323.86 number | 104.86 number | Qatar |
| 2000s | 2,262 number | 1,661 number | 601 number | Oman |
| 2010s | 3,209 number | 3,017 number | 192 number | Oman |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Oman or Qatar?
- Oman, at 4,338 number against 3,502 number in Qatar as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Oman and Qatar?
- 836 number, with Oman ahead.
- How many years of comparable data are there for Oman and Qatar?
- 26 years are reported by both, from 1974 to 2019.
- How do Oman and Qatar rank globally for teachers in pre-primary education, both sexes?
- Oman ranks 116th and Qatar ranks 118th of 185 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in pre-primary education, both sexes (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of teachers in public and private pre-primary education institutions. 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.