Hungary vs South Africa: Teachers in post-secondary non-tertiary education, both sexes
Teachers in post-secondary non-tertiary education, both sexes over time
- Hungary
- South Africa
How they compare
South Africa currently reports 6,603 number against 5,843 number in Hungary, a difference of 760 number.
That makes South Africa's figure about 1.1 times Hungary's.
The two have swapped places 3 times across 6 shared years of data; in 2002 it was Hungary ahead.
Hungary ranks 11th and South Africa ranks 10th of 69 countries.
Across the 2 decades both report, Hungary averaged higher in 1 and South Africa in 1.
Head to head by decade
| Decade | Hungary | South Africa | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 10,927 number | 7,228 number | 3,699 number | Hungary |
| 2010s | 6,074 number | 7,676 number | 1,602 number | South Africa |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, both sexes, Hungary or South Africa?
- South Africa, at 6,603 number against 5,843 number in Hungary as of 2018.
- What is the difference in teachers in post-secondary non-tertiary education, both sexes between Hungary and South Africa?
- 760 number, with South Africa ahead.
- How many years of comparable data are there for Hungary and South Africa?
- 6 years are reported by both, from 2002 to 2016.
- How do Hungary and South Africa rank globally for teachers in post-secondary non-tertiary education, both sexes?
- Hungary ranks 11th and South Africa ranks 10th of 69 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in post-secondary non-tertiary education, both sexes (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of teachers in public and private post-secondary non-tertiary education institutions (ISCED 4). 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.