Iceland vs North Macedonia: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Iceland
- North Macedonia
How they compare
Iceland currently reports 2,720 number against 2,460 number in North Macedonia, a difference of 260 number.
That makes Iceland's figure about 1.1 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 118th and North Macedonia ranks 119th of 179 countries.
North Macedonia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Iceland | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,740 number | 3,122 number | 382.5 number | North Macedonia |
| 2000s | 2,386 number | 2,819 number | 433 number | North Macedonia |
| 2010s | 2,311 number | 2,394 number | 83 number | North Macedonia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Iceland or North Macedonia?
- Iceland, at 2,720 number against 2,460 number in North Macedonia as of 2018.
- What is the difference in teachers in pre-primary education, female between Iceland and North Macedonia?
- 260 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, female?
- Iceland ranks 118th and North Macedonia ranks 119th of 179 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in pre-primary 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 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.