Botswana vs Qatar: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Botswana
- Qatar
How they compare
Botswana currently reports 3,105 number against 2,332 number in Qatar, a difference of 773 number.
That makes Botswana's figure about 1.3 times Qatar's.
The two have swapped places 1 time across 13 shared years of data; in 1971 it was Qatar ahead.
Botswana ranks 122nd and Qatar ranks 125th of 176 countries.
Across the 4 decades both report, Botswana averaged higher in 2 and Qatar in 2.
Head to head by decade
| Decade | Botswana | Qatar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 44 number | 62.33 number | 18.33 number | Qatar |
| 1980s | 194 number | 365.4 number | 171.4 number | Qatar |
| 1990s | 765 number | 645 number | 120 number | Botswana |
| 2010s | 2,630 number | 2,122 number | 508 number | Botswana |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Botswana or Qatar?
- Botswana, at 3,105 number against 2,332 number in Qatar as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between Botswana and Qatar?
- 773 number, with Botswana ahead.
- How many years of comparable data are there for Botswana and Qatar?
- 13 years are reported by both, from 1971 to 2019.
- How do Botswana and Qatar rank globally for teachers in tertiary education programmes, both sexes?
- Botswana ranks 122nd and Qatar ranks 125th of 176 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education programmes, 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 tertiary education institutions (ISCED 5-8). 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.