Cayman Islands vs Hungary: Percentage of teachers in post-secondary non-tertiary education who
Percentage of teachers in post-secondary non-tertiary education who over time
- Cayman Islands
- Hungary
How they compare
Cayman Islands currently reports 53.6% against 51.5% in Hungary, a difference of 2.1%.
The two have swapped places 1 time across 5 shared years of data; in 2002 it was Hungary ahead.
Cayman Islands ranks 29th and Hungary ranks 31st of 61 countries.
Across the 2 decades both report, Cayman Islands averaged higher in 1 and Hungary in 1.
Head to head by decade
| Decade | Cayman Islands | Hungary | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 52.8% | 54.8% | 2.0% | Hungary |
| 2010s | 61.5% | 52.4% | 9.2% | Cayman Islands |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in post-secondary non-tertiary education who, Cayman Islands or Hungary?
- Cayman Islands, at 53.6% against 51.5% in Hungary as of 2018.
- What is the difference in percentage of teachers in post-secondary non-tertiary education who between Cayman Islands and Hungary?
- 2.1%, with Cayman Islands ahead.
- How many years of comparable data are there for Cayman Islands and Hungary?
- 5 years are reported by both, from 2002 to 2012.
- How do Cayman Islands and Hungary rank globally for percentage of teachers in post-secondary non-tertiary education who?
- Cayman Islands ranks 29th and Hungary ranks 31st of 61 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in post-secondary non-tertiary education who are female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of female teachers at the post-secondary non-tertiary level expressed as a percentage of the total number of teachers (male and female) at the post-secondary non-tertiary level in a given school year. 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.