Mongolia vs Qatar: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Mongolia
- Qatar
How they compare
Mongolia currently reports 5,412 number against 4,784 number in Qatar, a difference of 628 number.
That makes Mongolia's figure about 1.1 times Qatar's.
Across all 9 years both countries report, Mongolia has been ahead every year.
Mongolia ranks 94th and Qatar ranks 97th of 134 countries.
Mongolia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Mongolia | Qatar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 3,208 number | 2,120 number | 1,088 number | Mongolia |
| 2000s | 4,336 number | 2,609 number | 1,728 number | Mongolia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Mongolia or Qatar?
- Mongolia, at 5,412 number against 4,784 number in Qatar as of 2006.
- What is the difference in teachers in upper secondary education, both sexes between Mongolia and Qatar?
- 628 number, with Mongolia ahead.
- How many years of comparable data are there for Mongolia and Qatar?
- 9 years are reported by both, from 1996 to 2006.
- How do Mongolia and Qatar rank globally for teachers in upper secondary education, both sexes?
- Mongolia ranks 94th and Qatar ranks 97th of 134 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in upper secondary education, 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 upper secondary education institutions (ISCED 3). 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.