Bulgaria vs Hungary: Percentage of teachers in pre-primary education who are female
Percentage of teachers in pre-primary education who are female over time
- Bulgaria
- Hungary
How they compare
Bulgaria currently reports 99.7% against 99.6% in Hungary, a difference of 0.1%.
The two have swapped places 9 times across 41 shared years of data; in 1971 it was Hungary ahead.
Bulgaria ranks 39th and Hungary ranks 41st of 178 countries.
Across the 5 decades both report, Bulgaria averaged higher in 2 and Hungary in 1.
Head to head by decade
| Decade | Bulgaria | Hungary | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 100.0% | 100.0% | 0.0% | — |
| 1980s | 100.0% | 100.0% | 0.0% | — |
| 1990s | 98.9% | 99.9% | 1.0% | Hungary |
| 2000s | 99.7% | 99.4% | 0.3% | Bulgaria |
| 2010s | 99.8% | 99.7% | 0.0% | Bulgaria |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in pre-primary education who are female, Bulgaria or Hungary?
- Bulgaria, at 99.7% against 99.6% in Hungary as of 2018.
- What is the difference in percentage of teachers in pre-primary education who are female between Bulgaria and Hungary?
- 0.1%, with Bulgaria ahead.
- How many years of comparable data are there for Bulgaria and Hungary?
- 41 years are reported by both, from 1971 to 2016.
- How do Bulgaria and Hungary rank globally for percentage of teachers in pre-primary education who are female?
- Bulgaria ranks 39th and Hungary ranks 41st of 178 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in pre-primary 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 pre-primary level expressed as a percentage of the total number of teachers (male and female) at the pre-primary 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.