Nicaragua vs North Macedonia: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Nicaragua
- North Macedonia
How they compare
North Macedonia currently reports 11,178 number against 10,893 number in Nicaragua, a difference of 285 number.
The two have swapped places 1 time across 10 shared years of data; in 1999 it was North Macedonia ahead.
Nicaragua ranks 96th and North Macedonia ranks 93rd of 141 countries.
Across the 3 decades both report, Nicaragua averaged higher in 2 and North Macedonia in 1.
Head to head by decade
| Decade | Nicaragua | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 7,125 number | 7,914 number | 789 number | North Macedonia |
| 2000s | 8,654 number | 8,438 number | 216.62 number | Nicaragua |
| 2010s | 10,893 number | 9,513 number | 1,380 number | Nicaragua |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Nicaragua or North Macedonia?
- North Macedonia, at 11,178 number against 10,893 number in Nicaragua as of 2018.
- What is the difference in teachers in lower secondary education, both sexes between Nicaragua and North Macedonia?
- 285 number, with North Macedonia ahead.
- How many years of comparable data are there for Nicaragua and North Macedonia?
- 10 years are reported by both, from 1999 to 2010.
- How do Nicaragua and North Macedonia rank globally for teachers in lower secondary education, both sexes?
- Nicaragua ranks 96th and North Macedonia ranks 93rd of 141 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in lower secondary education, both sexes (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of teachers in public and private lower secondary education institutions (ISCED 2). 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.