Finland vs North Macedonia: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Finland
- North Macedonia
How they compare
Finland currently reports 60.5% against 59.9% in North Macedonia, a difference of 0.6%.
The two have swapped places 2 times across 18 shared years of data; in 1999 it was Finland ahead.
Finland ranks 49th and North Macedonia ranks 51st of 131 countries.
Finland has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Finland | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 56.8% | 53.4% | 3.4% | Finland |
| 2000s | 57.2% | 55.3% | 1.9% | Finland |
| 2010s | 59.2% | 58.6% | 0.5% | Finland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in upper secondary education who are female, Finland or North Macedonia?
- Finland, at 60.5% against 59.9% in North Macedonia as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Finland and North Macedonia?
- 0.6%, with Finland ahead.
- How many years of comparable data are there for Finland and North Macedonia?
- 18 years are reported by both, from 1999 to 2018.
- How do Finland and North Macedonia rank globally for percentage of teachers in upper secondary education who are female?
- Finland ranks 49th and North Macedonia ranks 51st of 131 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in upper secondary 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 upper secondary level expressed as a percentage of the total number of teachers (male and female) at the upper secondary 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.