Mauritania vs North Macedonia: Teachers in tertiary education ISCED 5 programmes, male
Teachers in tertiary education ISCED 5 programmes, male over time
- Mauritania
- North Macedonia
How they compare
Mauritania currently reports 57 number against 33 number in North Macedonia, a difference of 24 number.
That makes Mauritania's figure about 1.7 times North Macedonia's.
The two have swapped places 2 times across 5 shared years of data; in 2003 it was Mauritania ahead.
Mauritania ranks 49th and North Macedonia ranks 52nd of 57 countries.
Mauritania has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Mauritania | North Macedonia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 26.5 number | 21 number | 5.5 number | Mauritania |
| 2010s | 57 number | 33 number | 24 number | Mauritania |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, male, Mauritania or North Macedonia?
- Mauritania, at 57 number against 33 number in North Macedonia as of 2012.
- What is the difference in teachers in tertiary education isced 5 programmes, male between Mauritania and North Macedonia?
- 24 number, with Mauritania ahead.
- How many years of comparable data are there for Mauritania and North Macedonia?
- 5 years are reported by both, from 2003 to 2012.
- How do Mauritania and North Macedonia rank globally for teachers in tertiary education isced 5 programmes, male?
- Mauritania ranks 49th and North Macedonia ranks 52nd of 57 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education ISCED 5 programmes, 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 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/