North Macedonia vs Slovenia: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- North Macedonia
- Slovenia
How they compare
North Macedonia currently reports 4,531 number against 4,117 number in Slovenia, a difference of 414 number.
That makes North Macedonia's figure about 1.1 times Slovenia's.
The two have swapped places 1 time across 22 shared years of data; in 1996 it was Slovenia ahead.
North Macedonia ranks 78th and Slovenia ranks 79th of 131 countries.
Slovenia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | North Macedonia | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,033 number | 4,910 number | 2,877 number | Slovenia |
| 2000s | 3,354 number | 5,547 number | 2,193 number | Slovenia |
| 2010s | 4,335 number | 4,625 number | 289.25 number | Slovenia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, North Macedonia or Slovenia?
- North Macedonia, at 4,531 number against 4,117 number in Slovenia as of 2018.
- What is the difference in teachers in upper secondary education, female between North Macedonia and Slovenia?
- 414 number, with North Macedonia ahead.
- How many years of comparable data are there for North Macedonia and Slovenia?
- 22 years are reported by both, from 1996 to 2018.
- How do North Macedonia and Slovenia rank globally for teachers in upper secondary education, female?
- North Macedonia ranks 78th and Slovenia ranks 79th of 131 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in upper secondary education, 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 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.