Cameroon vs Oman: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Cameroon
- Oman
How they compare
Oman currently reports 8,120 number against 7,568 number in Cameroon, a difference of 552 number.
That makes Oman's figure about 1.1 times Cameroon's.
The two have swapped places 1 time across 10 shared years of data; in 1980 it was Cameroon ahead.
Cameroon ranks 98th and Oman ranks 96th of 176 countries.
Across the 4 decades both report, Cameroon averaged higher in 2 and Oman in 2.
Head to head by decade
| Decade | Cameroon | Oman | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 697 number | 161 number | 536 number | Cameroon |
| 1990s | 1,086 number | 910 number | 176 number | Cameroon |
| 2000s | 3,069 number | 3,160 number | 91.33 number | Oman |
| 2010s | 5,352 number | 5,853 number | 501 number | Oman |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Cameroon or Oman?
- Oman, at 8,120 number against 7,568 number in Cameroon as of 2016.
- What is the difference in teachers in tertiary education programmes, both sexes between Cameroon and Oman?
- 552 number, with Oman ahead.
- How many years of comparable data are there for Cameroon and Oman?
- 10 years are reported by both, from 1980 to 2014.
- How do Cameroon and Oman rank globally for teachers in tertiary education programmes, both sexes?
- Cameroon ranks 98th and Oman ranks 96th 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.