Gambia vs North Macedonia: Teachers in lower secondary education, male
Teachers in lower secondary education, male over time
- Gambia
- North Macedonia
How they compare
North Macedonia currently reports 4,476 number against 3,951 number in Gambia, a difference of 525 number.
That makes North Macedonia's figure about 1.1 times Gambia's.
Across all 17 years both countries report, North Macedonia has been ahead every year.
Gambia ranks 93rd and North Macedonia ranks 90th of 137 countries.
North Macedonia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Gambia | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1,151 number | 4,059 number | 2,908 number | North Macedonia |
| 2000s | 2,182 number | 4,236 number | 2,055 number | North Macedonia |
| 2010s | 2,623 number | 4,432 number | 1,809 number | North Macedonia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, male, Gambia or North Macedonia?
- North Macedonia, at 4,476 number against 3,951 number in Gambia as of 2018.
- What is the difference in teachers in lower secondary education, male between Gambia and North Macedonia?
- 525 number, with North Macedonia ahead.
- How many years of comparable data are there for Gambia and North Macedonia?
- 17 years are reported by both, from 1998 to 2018.
- How do Gambia and North Macedonia rank globally for teachers in lower secondary education, male?
- Gambia ranks 93rd and North Macedonia ranks 90th of 137 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in lower secondary education, male (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of male teachers in public and private lower secondary education institutions (ISCED 2). 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/