Iceland vs North Macedonia: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Iceland
- North Macedonia
How they compare
Iceland currently reports 2,897 number against 2,475 number in North Macedonia, a difference of 422 number.
That makes Iceland's figure about 1.2 times North Macedonia's.
The two have swapped places 3 times across 15 shared years of data; in 1998 it was North Macedonia ahead.
Iceland ranks 123rd and North Macedonia ranks 126th of 185 countries.
Across the 3 decades both report, Iceland averaged higher in 1 and North Macedonia in 2.
Head to head by decade
| Decade | Iceland | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,787 number | 3,146 number | 359.5 number | North Macedonia |
| 2000s | 2,457 number | 2,848 number | 391.1 number | North Macedonia |
| 2010s | 2,418 number | 2,409 number | 9.33 number | Iceland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Iceland or North Macedonia?
- Iceland, at 2,897 number against 2,475 number in North Macedonia as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between Iceland and North Macedonia?
- 422 number, with Iceland ahead.
- How many years of comparable data are there for Iceland and North Macedonia?
- 15 years are reported by both, from 1998 to 2012.
- How do Iceland and North Macedonia rank globally for teachers in pre-primary education, both sexes?
- Iceland ranks 123rd 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.