Chad vs Qatar: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Chad
- Qatar
How they compare
Qatar currently reports 1,530 number against 1,488 number in Chad, a difference of 42 number.
The two have swapped places 1 time across 11 shared years of data; in 1971 it was Qatar ahead.
Chad ranks 120th and Qatar ranks 118th of 159 countries.
Across the 5 decades both report, Chad averaged higher in 2 and Qatar in 3.
Head to head by decade
| Decade | Chad | Qatar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 27.5 number | 48.5 number | 21 number | Qatar |
| 1980s | 130 number | 249 number | 119 number | Qatar |
| 1990s | 334 number | 434 number | 100 number | Qatar |
| 2000s | 1,290 number | 529.5 number | 760.17 number | Chad |
| 2010s | 1,488 number | 1,407 number | 81 number | Chad |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Chad or Qatar?
- Qatar, at 1,530 number against 1,488 number in Chad as of 2019.
- What is the difference in teachers in tertiary education programmes, male between Chad and Qatar?
- 42 number, with Qatar ahead.
- How many years of comparable data are there for Chad and Qatar?
- 11 years are reported by both, from 1971 to 2015.
- How do Chad and Qatar rank globally for teachers in tertiary education programmes, male?
- Chad ranks 120th and Qatar ranks 118th of 159 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education programmes, male (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of male 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/