Burundi vs North Macedonia: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Burundi
- North Macedonia
How they compare
Burundi currently reports 2,757 number against 2,475 number in North Macedonia, a difference of 282 number.
That makes Burundi's figure about 1.1 times North Macedonia's.
Across all 12 years both countries report, North Macedonia has been ahead every year.
Burundi ranks 124th and North Macedonia ranks 126th of 185 countries.
North Macedonia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Burundi | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 176 number | 3,190 number | 3,014 number | North Macedonia |
| 2000s | 494.38 number | 2,932 number | 2,438 number | North Macedonia |
| 2010s | 1,419 number | 2,409 number | 990 number | North Macedonia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Burundi or North Macedonia?
- Burundi, at 2,757 number against 2,475 number in North Macedonia as of 2019.
- What is the difference in teachers in pre-primary education, both sexes between Burundi and North Macedonia?
- 282 number, with Burundi ahead.
- How many years of comparable data are there for Burundi and North Macedonia?
- 12 years are reported by both, from 1999 to 2012.
- How do Burundi and North Macedonia rank globally for teachers in pre-primary education, both sexes?
- Burundi ranks 124th and North Macedonia ranks 126th of 185 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in pre-primary 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 pre-primary education institutions. 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.