Madagascar vs North Macedonia: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Madagascar
- North Macedonia
How they compare
Madagascar currently reports 1,978 number against 1,910 number in North Macedonia, a difference of 68 number.
The two have swapped places 1 time across 22 shared years of data; in 1994 it was North Macedonia ahead.
Madagascar ranks 97th and North Macedonia ranks 98th of 159 countries.
North Macedonia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Madagascar | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 322 number | 982.75 number | 660.75 number | North Macedonia |
| 2000s | 670.6 number | 1,293 number | 622.2 number | North Macedonia |
| 2010s | 1,724 number | 1,783 number | 59.12 number | North Macedonia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Madagascar or North Macedonia?
- Madagascar, at 1,978 number against 1,910 number in North Macedonia as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Madagascar and North Macedonia?
- 68 number, with Madagascar ahead.
- How many years of comparable data are there for Madagascar and North Macedonia?
- 22 years are reported by both, from 1994 to 2017.
- How do Madagascar and North Macedonia rank globally for teachers in tertiary education programmes, female?
- Madagascar ranks 97th and North Macedonia ranks 98th of 159 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education programmes, 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 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.