Latvia vs North Macedonia: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Latvia
- North Macedonia
How they compare
North Macedonia currently reports 7,563 number against 6,567 number in Latvia, a difference of 996 number.
That makes North Macedonia's figure about 1.2 times Latvia's.
The two have swapped places 1 time across 23 shared years of data; in 1996 it was Latvia ahead.
Latvia ranks 90th and North Macedonia ranks 88th of 134 countries.
Latvia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Latvia | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 9,773 number | 3,926 number | 5,847 number | Latvia |
| 2000s | 9,559 number | 6,043 number | 3,516 number | Latvia |
| 2010s | 7,487 number | 7,411 number | 76.22 number | Latvia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Latvia or North Macedonia?
- North Macedonia, at 7,563 number against 6,567 number in Latvia as of 2018.
- What is the difference in teachers in upper secondary education, both sexes between Latvia and North Macedonia?
- 996 number, with North Macedonia ahead.
- How many years of comparable data are there for Latvia and North Macedonia?
- 23 years are reported by both, from 1996 to 2018.
- How do Latvia and North Macedonia rank globally for teachers in upper secondary education, both sexes?
- Latvia ranks 90th and North Macedonia ranks 88th of 134 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in upper secondary 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 upper secondary education institutions (ISCED 3). 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.