North Macedonia vs Slovenia: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- North Macedonia
- Slovenia
How they compare
Slovenia currently reports 7,182 number against 6,702 number in North Macedonia, a difference of 480 number.
That makes Slovenia's figure about 1.1 times North Macedonia's.
The two have swapped places 2 times across 19 shared years of data; in 1998 it was Slovenia ahead.
North Macedonia ranks 85th and Slovenia ranks 83rd of 138 countries.
Slovenia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | North Macedonia | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 3,436 number | 5,636 number | 2,200 number | Slovenia |
| 2000s | 4,298 number | 5,998 number | 1,699 number | Slovenia |
| 2010s | 5,854 number | 6,124 number | 269.86 number | Slovenia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, North Macedonia or Slovenia?
- Slovenia, at 7,182 number against 6,702 number in North Macedonia as of 2016.
- What is the difference in teachers in lower secondary education, female between North Macedonia and Slovenia?
- 480 number, with Slovenia ahead.
- How many years of comparable data are there for North Macedonia and Slovenia?
- 19 years are reported by both, from 1998 to 2016.
- How do North Macedonia and Slovenia rank globally for teachers in lower secondary education, female?
- North Macedonia ranks 85th and Slovenia ranks 83rd 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.