Bahrain vs Qatar: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Bahrain
- Qatar
How they compare
Qatar currently reports 802 number against 744 number in Bahrain, a difference of 58 number.
That makes Qatar's figure about 1.1 times Bahrain's.
The two have swapped places 5 times across 21 shared years of data; in 1971 it was Bahrain ahead.
Bahrain ranks 112th and Qatar ranks 111th of 159 countries.
Across the 5 decades both report, Bahrain averaged higher in 3 and Qatar in 2.
Head to head by decade
| Decade | Bahrain | Qatar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 13.67 number | 11.33 number | 2.33 number | Bahrain |
| 1980s | 96.8 number | 126.4 number | 29.6 number | Qatar |
| 1990s | 174.33 number | 194.33 number | 20 number | Qatar |
| 2000s | 305.5 number | 163.5 number | 142 number | Bahrain |
| 2010s | 788.42 number | 743.62 number | 44.8 number | Bahrain |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Bahrain or Qatar?
- Qatar, at 802 number against 744 number in Bahrain as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Bahrain and Qatar?
- 58 number, with Qatar ahead.
- How many years of comparable data are there for Bahrain and Qatar?
- 21 years are reported by both, from 1971 to 2019.
- How do Bahrain and Qatar rank globally for teachers in tertiary education programmes, female?
- Bahrain ranks 112th and Qatar ranks 111th of 159 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education programmes, 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 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.