Qatar vs Trinidad and Tobago: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Qatar
- Trinidad and Tobago
How they compare
Qatar currently reports 1,530 number against 1,138 number in Trinidad and Tobago, a difference of 392 number.
That makes Qatar's figure about 1.3 times Trinidad and Tobago's.
The two have swapped places 2 times across 6 shared years of data; in 1971 it was Trinidad and Tobago ahead.
Qatar ranks 118th and Trinidad and Tobago ranks 121st of 159 countries.
Across the 3 decades both report, Qatar averaged higher in 1 and Trinidad and Tobago in 2.
Head to head by decade
| Decade | Qatar | Trinidad and Tobago | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 0 number | 312 number | 312 number | Trinidad and Tobago |
| 1990s | 444 number | 324 number | 120 number | Qatar |
| 2000s | 381.75 number | 632.5 number | 250.75 number | Trinidad and Tobago |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Qatar or Trinidad and Tobago?
- Qatar, at 1,530 number against 1,138 number in Trinidad and Tobago as of 2019.
- What is the difference in teachers in tertiary education programmes, male between Qatar and Trinidad and Tobago?
- 392 number, with Qatar ahead.
- How many years of comparable data are there for Qatar and Trinidad and Tobago?
- 6 years are reported by both, from 1971 to 2004.
- How do Qatar and Trinidad and Tobago rank globally for teachers in tertiary education programmes, male?
- Qatar ranks 118th and Trinidad and Tobago ranks 121st 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/