Hungary vs Kyrgyzstan: Percentage of teachers in post-secondary non-tertiary education who
Percentage of teachers in post-secondary non-tertiary education who over time
- Hungary
- Kyrgyzstan
How they compare
Hungary currently reports 51.5% against 50.3% in Kyrgyzstan, a difference of 1.2%.
The two have swapped places 3 times across 9 shared years of data; in 2002 it was Kyrgyzstan ahead.
Hungary ranks 31st and Kyrgyzstan ranks 32nd of 61 countries.
Across the 2 decades both report, Hungary averaged higher in 1 and Kyrgyzstan in 1.
Head to head by decade
| Decade | Hungary | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 57.1% | 66.1% | 9.1% | Kyrgyzstan |
| 2010s | 52.1% | 47.9% | 4.2% | Hungary |
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, Hungary or Kyrgyzstan?
- Hungary, at 51.5% against 50.3% in Kyrgyzstan as of 2016.
- What is the difference in percentage of teachers in post-secondary non-tertiary education who between Hungary and Kyrgyzstan?
- 1.2%, with Hungary ahead.
- How many years of comparable data are there for Hungary and Kyrgyzstan?
- 9 years are reported by both, from 2002 to 2016.
- How do Hungary and Kyrgyzstan rank globally for percentage of teachers in post-secondary non-tertiary education who?
- Hungary ranks 31st and Kyrgyzstan ranks 32nd 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.