Hungary vs South Africa: Teachers in post-secondary non-tertiary education, female
Teachers in post-secondary non-tertiary education, female over time
- Hungary
- South Africa
How they compare
South Africa currently reports 4,031 number against 3,012 number in Hungary, a difference of 1,019 number.
That makes South Africa's figure about 1.3 times Hungary's.
The two have swapped places 3 times across 6 shared years of data; in 2002 it was Hungary ahead.
Hungary ranks 10th and South Africa ranks 8th of 68 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 | 6,878 number | 3,343 number | 3,535 number | Hungary |
| 2010s | 3,135 number | 3,933 number | 798.4 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, female, Hungary or South Africa?
- South Africa, at 4,031 number against 3,012 number in Hungary as of 2018.
- What is the difference in teachers in post-secondary non-tertiary education, female between Hungary and South Africa?
- 1,019 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, female?
- Hungary ranks 10th and South Africa ranks 8th of 68 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in post-secondary non-tertiary 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 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.