Latvia vs North Macedonia: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Latvia
- North Macedonia
How they compare
North Macedonia currently reports 6,702 number against 6,277 number in Latvia, a difference of 425 number.
That makes North Macedonia's figure about 1.1 times Latvia's.
The two have swapped places 1 time across 20 shared years of data; in 1998 it was Latvia ahead.
Latvia ranks 87th and North Macedonia ranks 85th of 138 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 | 13,264 number | 3,436 number | 9,828 number | Latvia |
| 2000s | 11,770 number | 4,266 number | 7,504 number | Latvia |
| 2010s | 6,413 number | 6,019 number | 393.89 number | Latvia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Latvia or North Macedonia?
- North Macedonia, at 6,702 number against 6,277 number in Latvia as of 2018.
- What is the difference in teachers in lower secondary education, female between Latvia and North Macedonia?
- 425 number, with North Macedonia ahead.
- How many years of comparable data are there for Latvia and North Macedonia?
- 20 years are reported by both, from 1998 to 2018.
- How do Latvia and North Macedonia rank globally for teachers in lower secondary education, female?
- Latvia ranks 87th and North Macedonia ranks 85th of 138 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in lower secondary education, female (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of female 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.