Latvia vs North Macedonia: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Latvia
- North Macedonia
How they compare
North Macedonia currently reports 99.4% against 99.2% in Latvia, a difference of 0.2%.
The two have swapped places 2 times across 16 shared years of data; in 1997 it was Latvia ahead.
Latvia ranks 52nd and North Macedonia ranks 49th of 178 countries.
Latvia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Latvia | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 99.4% | 99.2% | 0.2% | Latvia |
| 2000s | 99.5% | 99.0% | 0.5% | Latvia |
| 2010s | 99.6% | 99.4% | 0.2% | Latvia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in pre-primary education who are female, Latvia or North Macedonia?
- North Macedonia, at 99.4% against 99.2% in Latvia as of 2012.
- What is the difference in percentage of teachers in pre-primary education who are female between Latvia and North Macedonia?
- 0.2%, with North Macedonia ahead.
- How many years of comparable data are there for Latvia and North Macedonia?
- 16 years are reported by both, from 1997 to 2012.
- How do Latvia and North Macedonia rank globally for percentage of teachers in pre-primary education who are female?
- Latvia ranks 52nd and North Macedonia ranks 49th of 178 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in pre-primary education who are female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of female teachers at the pre-primary level expressed as a percentage of the total number of teachers (male and female) at the pre-primary level in a given school year. 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.