Djibouti vs North Macedonia: Teachers in tertiary education ISCED 5 programmes, both sexes
Teachers in tertiary education ISCED 5 programmes, both sexes over time
- Djibouti
- North Macedonia
How they compare
North Macedonia currently reports 69 number against 53 number in Djibouti, a difference of 16 number.
That makes North Macedonia's figure about 1.3 times Djibouti's.
The two have swapped places 2 times across 5 shared years of data; in 1999 it was North Macedonia ahead.
Djibouti ranks 59th and North Macedonia ranks 56th of 65 countries.
North Macedonia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Djibouti | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 12 number | 50 number | 38 number | North Macedonia |
| 2000s | 27 number | 41.5 number | 14.5 number | North Macedonia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, both sexes, Djibouti or North Macedonia?
- North Macedonia, at 69 number against 53 number in Djibouti as of 2012.
- What is the difference in teachers in tertiary education isced 5 programmes, both sexes between Djibouti and North Macedonia?
- 16 number, with North Macedonia ahead.
- How many years of comparable data are there for Djibouti and North Macedonia?
- 5 years are reported by both, from 1999 to 2005.
- How do Djibouti and North Macedonia rank globally for teachers in tertiary education isced 5 programmes, both sexes?
- Djibouti ranks 59th 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.