Iceland vs Qatar: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Iceland
- Qatar
How they compare
Qatar currently reports 2,332 number against 2,192 number in Iceland, a difference of 140 number.
That makes Qatar's figure about 1.1 times Iceland's.
Across all 15 years both countries report, Iceland has been ahead every year.
Iceland ranks 126th and Qatar ranks 125th of 176 countries.
Iceland has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Iceland | Qatar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 406 number | 34.5 number | 371.5 number | Iceland |
| 1990s | 1,498 number | 648 number | 850 number | Iceland |
| 2000s | 1,940 number | 862.5 number | 1,078 number | Iceland |
| 2010s | 2,140 number | 1,608 number | 532.67 number | Iceland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Iceland or Qatar?
- Qatar, at 2,332 number against 2,192 number in Iceland as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between Iceland and Qatar?
- 140 number, with Qatar ahead.
- How many years of comparable data are there for Iceland and Qatar?
- 15 years are reported by both, from 1971 to 2012.
- How do Iceland and Qatar rank globally for teachers in tertiary education programmes, both sexes?
- Iceland ranks 126th 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.