Botswana vs Qatar: Teachers in primary education, female
Teachers in primary education, female over time
- Botswana
- Qatar
How they compare
Botswana currently reports 10,798 number against 10,416 number in Qatar, a difference of 382 number.
Across all 38 years both countries report, Botswana has been ahead every year.
Botswana ranks 122nd and Qatar ranks 123rd of 196 countries.
Botswana has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Botswana | Qatar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2,348 number | 651.56 number | 1,696 number | Botswana |
| 1980s | 5,273 number | 1,824 number | 3,449 number | Botswana |
| 1990s | 8,655 number | 3,541 number | 5,114 number | Botswana |
| 2000s | 9,988 number | 5,154 number | 4,834 number | Botswana |
| 2010s | 11,019 number | 9,339 number | 1,680 number | Botswana |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Botswana or Qatar?
- Botswana, at 10,798 number against 10,416 number in Qatar as of 2015.
- What is the difference in teachers in primary education, female between Botswana and Qatar?
- 382 number, with Botswana ahead.
- How many years of comparable data are there for Botswana and Qatar?
- 38 years are reported by both, from 1971 to 2015.
- How do Botswana and Qatar rank globally for teachers in primary education, female?
- Botswana ranks 122nd and Qatar ranks 123rd of 196 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in primary 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 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.