North Macedonia vs Uganda: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- North Macedonia
- Uganda
How they compare
North Macedonia currently reports 1,910 number against 1,624 number in Uganda, a difference of 286 number.
That makes North Macedonia's figure about 1.2 times Uganda's.
Across all 13 years both countries report, North Macedonia has been ahead every year.
North Macedonia ranks 98th and Uganda ranks 101st of 159 countries.
North Macedonia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | North Macedonia | Uganda | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 928.6 number | 351.6 number | 577 number | North Macedonia |
| 2000s | 1,185 number | 768.17 number | 416.83 number | North Macedonia |
| 2010s | 1,742 number | 1,305 number | 436.5 number | North Macedonia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, North Macedonia or Uganda?
- North Macedonia, at 1,910 number against 1,624 number in Uganda as of 2017.
- What is the difference in teachers in tertiary education programmes, female between North Macedonia and Uganda?
- 286 number, with North Macedonia ahead.
- How many years of comparable data are there for North Macedonia and Uganda?
- 13 years are reported by both, from 1993 to 2011.
- How do North Macedonia and Uganda rank globally for teachers in tertiary education programmes, female?
- North Macedonia ranks 98th and Uganda ranks 101st 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.