Estonia vs North Macedonia: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Estonia
- North Macedonia
How they compare
Estonia currently reports 4,349 number against 4,114 number in North Macedonia, a difference of 235 number.
That makes Estonia's figure about 1.1 times North Macedonia's.
Across all 11 years both countries report, Estonia has been ahead every year.
Estonia ranks 115th and North Macedonia ranks 117th of 176 countries.
Estonia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Estonia | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 4,885 number | 2,536 number | 2,349 number | Estonia |
| 2000s | 6,353 number | 2,759 number | 3,594 number | Estonia |
| 2010s | 4,354 number | 4,047 number | 307.5 number | Estonia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Estonia or North Macedonia?
- Estonia, at 4,349 number against 4,114 number in North Macedonia as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Estonia and North Macedonia?
- 235 number, with Estonia ahead.
- How many years of comparable data are there for Estonia and North Macedonia?
- 11 years are reported by both, from 1996 to 2017.
- How do Estonia and North Macedonia rank globally for teachers in tertiary education programmes, both sexes?
- Estonia ranks 115th and North Macedonia ranks 117th of 176 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education programmes, 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 tertiary education institutions (ISCED 5-8). 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.