Malta 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
- Malta
- North Macedonia
How they compare
Malta currently reports 99.4% against 99.4% in North Macedonia, a difference of 0.0%.
The two have swapped places 8 times across 20 shared years of data; in 1993 it was Malta ahead.
Malta ranks 46th and North Macedonia ranks 49th of 178 countries.
Across the 3 decades both report, Malta averaged higher in 2 and North Macedonia in 1.
Head to head by decade
| Decade | Malta | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 99.8% | 98.8% | 1.0% | Malta |
| 2000s | 99.2% | 99.0% | 0.2% | Malta |
| 2010s | 99.3% | 99.4% | 0.1% | North Macedonia |
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, Malta or North Macedonia?
- Malta, at 99.4% against 99.4% in North Macedonia as of 2017.
- What is the difference in percentage of teachers in pre-primary education who are female between Malta and North Macedonia?
- 0.0%, with Malta ahead.
- How many years of comparable data are there for Malta and North Macedonia?
- 20 years are reported by both, from 1993 to 2012.
- How do Malta and North Macedonia rank globally for percentage of teachers in pre-primary education who are female?
- Malta ranks 46th 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.