Hungary vs Small states: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Hungary
- Small states
How they compare
Small states currently reports 56,766 number against 30,500 number in Hungary, a difference of 26,266 number.
That makes Small states's figure about 1.9 times Hungary's.
The two have swapped places 1 time across 18 shared years of data; in 1999 it was Hungary ahead.
Hungary ranks 38th and Small states ranks 40th of 138 countries.
Across the 3 decades both report, Hungary averaged higher in 1 and Small states in 2.
Head to head by decade
| Decade | Hungary | Small states | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 40,581 number | 39,050 number | 1,531 number | Hungary |
| 2000s | 38,708 number | 45,963 number | 7,255 number | Small states |
| 2010s | 30,890 number | 50,278 number | 19,388 number | Small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Hungary or Small states?
- Small states, at 56,766 number against 30,500 number in Hungary as of 2019.
- What is the difference in teachers in lower secondary education, female between Hungary and Small states?
- 26,266 number, with Small states ahead.
- How many years of comparable data are there for Hungary and Small states?
- 18 years are reported by both, from 1999 to 2016.
- How do Hungary and Small states rank globally for teachers in lower secondary education, female?
- Hungary ranks 38th and Small states ranks 40th of 138 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in lower secondary education, female (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of female teachers in public and private lower secondary education institutions (ISCED 2). 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.