Aruba vs North Macedonia: Teachers in tertiary education ISCED 5 programmes, both sexes
Teachers in tertiary education ISCED 5 programmes, both sexes over time
- Aruba
- North Macedonia
How they compare
Aruba currently reports 121 number against 69 number in North Macedonia, a difference of 52 number.
That makes Aruba's figure about 1.8 times North Macedonia's.
Across all 10 years both countries report, Aruba has been ahead every year.
Aruba ranks 54th and North Macedonia ranks 56th of 65 countries.
Aruba has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Aruba | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 100 number | 50 number | 50 number | Aruba |
| 2000s | 109.12 number | 43.75 number | 65.38 number | Aruba |
| 2010s | 121 number | 69 number | 52 number | Aruba |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, both sexes, Aruba or North Macedonia?
- Aruba, at 121 number against 69 number in North Macedonia as of 2012.
- What is the difference in teachers in tertiary education isced 5 programmes, both sexes between Aruba and North Macedonia?
- 52 number, with Aruba ahead.
- How many years of comparable data are there for Aruba and North Macedonia?
- 10 years are reported by both, from 1999 to 2012.
- How do Aruba and North Macedonia rank globally for teachers in tertiary education isced 5 programmes, both sexes?
- Aruba ranks 54th and North Macedonia ranks 56th of 65 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education ISCED 5 programmes, 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 short-cycle tertiary education institutions (ISCED 5). 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.