North Macedonia vs Uruguay: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- North Macedonia
- Uruguay
How they compare
Uruguay currently reports 8,231 number against 7,563 number in North Macedonia, a difference of 668 number.
That makes Uruguay's figure about 1.1 times North Macedonia's.
The two have swapped places 4 times across 11 shared years of data; in 1998 it was Uruguay ahead.
North Macedonia ranks 88th and Uruguay ranks 85th of 134 countries.
Uruguay has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | North Macedonia | Uruguay | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,873 number | 4,779 number | 1,906 number | Uruguay |
| 2000s | 6,103 number | 6,921 number | 818.25 number | Uruguay |
| 2010s | 7,024 number | 8,231 number | 1,207 number | Uruguay |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, North Macedonia or Uruguay?
- Uruguay, at 8,231 number against 7,563 number in North Macedonia as of 2010.
- What is the difference in teachers in upper secondary education, both sexes between North Macedonia and Uruguay?
- 668 number, with Uruguay ahead.
- How many years of comparable data are there for North Macedonia and Uruguay?
- 11 years are reported by both, from 1998 to 2010.
- How do North Macedonia and Uruguay rank globally for teachers in upper secondary education, both sexes?
- North Macedonia ranks 88th and Uruguay ranks 85th 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.