Cabo Verde vs Qatar: Teachers in tertiary education ISCED 6, 7 and 8 programmes, female
Teachers in tertiary education ISCED 6, 7 and 8 programmes, female over time
- Cabo Verde
- Qatar
How they compare
Qatar currently reports 632 number against 513 number in Cabo Verde, a difference of 119 number.
That makes Qatar's figure about 1.2 times Cabo Verde's.
The two have swapped places 3 times across 5 shared years of data; in 2007 it was Qatar ahead.
Cabo Verde ranks 51st and Qatar ranks 49th of 71 countries.
Across the 2 decades both report, Cabo Verde averaged higher in 1 and Qatar in 1.
Head to head by decade
| Decade | Cabo Verde | Qatar | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 309.67 number | 357.33 number | 47.67 number | Qatar |
| 2010s | 451.5 number | 433 number | 18.5 number | Cabo Verde |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 6, 7 and 8 programmes, female, Cabo Verde or Qatar?
- Qatar, at 632 number against 513 number in Cabo Verde as of 2019.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, female between Cabo Verde and Qatar?
- 119 number, with Qatar ahead.
- How many years of comparable data are there for Cabo Verde and Qatar?
- 5 years are reported by both, from 2007 to 2013.
- How do Cabo Verde and Qatar rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, female?
- Cabo Verde ranks 51st and Qatar ranks 49th of 71 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education ISCED 6, 7 and 8 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 short-cycle tertiary education institutions (ISCED 6-8). 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/