Mongolia vs Qatar: Teachers in primary education, female
Teachers in primary education, female over time
- Mongolia
- Qatar
How they compare
Qatar currently reports 10,416 number against 9,724 number in Mongolia, a difference of 692 number.
That makes Qatar's figure about 1.1 times Mongolia's.
The two have swapped places 1 time across 28 shared years of data; in 1975 it was Mongolia ahead.
Mongolia ranks 126th and Qatar ranks 123rd of 196 countries.
Across the 5 decades both report, Mongolia averaged higher in 4 and Qatar in 1.
Head to head by decade
| Decade | Mongolia | Qatar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2,256 number | 593 number | 1,663 number | Mongolia |
| 1980s | 4,012 number | 1,481 number | 2,531 number | Mongolia |
| 1990s | 6,121 number | 3,778 number | 2,342 number | Mongolia |
| 2000s | 7,301 number | 5,154 number | 2,147 number | Mongolia |
| 2010s | 8,790 number | 9,079 number | 288.89 number | Qatar |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Mongolia or Qatar?
- Qatar, at 10,416 number against 9,724 number in Mongolia as of 2019.
- What is the difference in teachers in primary education, female between Mongolia and Qatar?
- 692 number, with Qatar ahead.
- How many years of comparable data are there for Mongolia and Qatar?
- 28 years are reported by both, from 1975 to 2018.
- How do Mongolia and Qatar rank globally for teachers in primary education, female?
- Mongolia ranks 126th 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.