Czechia vs Hungary: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Czechia
- Hungary
How they compare
Hungary currently reports 26,260 number against 25,779 number in Czechia, a difference of 481 number.
The two have swapped places 1 time across 40 shared years of data; in 1971 it was Czechia ahead.
Czechia ranks 49th and Hungary ranks 47th of 185 countries.
Across the 5 decades both report, Czechia averaged higher in 1 and Hungary in 4.
Head to head by decade
| Decade | Czechia | Hungary | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 22,972 number | 18,706 number | 4,266 number | Czechia |
| 1980s | 31,071 number | 32,097 number | 1,026 number | Hungary |
| 1990s | 28,627 number | 34,439 number | 5,813 number | Hungary |
| 2000s | 21,749 number | 31,441 number | 9,692 number | Hungary |
| 2010s | 24,305 number | 30,390 number | 6,084 number | Hungary |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Czechia or Hungary?
- Hungary, at 26,260 number against 25,779 number in Czechia as of 2016.
- What is the difference in teachers in pre-primary education, both sexes between Czechia and Hungary?
- 481 number, with Hungary ahead.
- How many years of comparable data are there for Czechia and Hungary?
- 40 years are reported by both, from 1971 to 2013.
- How do Czechia and Hungary rank globally for teachers in pre-primary education, both sexes?
- Czechia ranks 49th and Hungary ranks 47th of 185 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in pre-primary 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 pre-primary education institutions. 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.