Czechia vs Hungary: Teachers in pre-primary education, female
Teachers in pre-primary education, female over time
- Czechia
- Hungary
How they compare
Hungary currently reports 26,147 number against 24,708 number in Czechia, a difference of 1,439 number.
That makes Hungary's figure about 1.1 times Czechia's.
The two have swapped places 1 time across 37 shared years of data; in 1971 it was Czechia ahead.
Czechia ranks 43rd and Hungary ranks 41st of 179 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 | 27,953 number | 34,935 number | 6,982 number | Hungary |
| 2000s | 21,684 number | 31,248 number | 9,564 number | Hungary |
| 2010s | 23,728 number | 30,266 number | 6,538 number | Hungary |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, female, Czechia or Hungary?
- Hungary, at 26,147 number against 24,708 number in Czechia as of 2016.
- What is the difference in teachers in pre-primary education, female between Czechia and Hungary?
- 1,439 number, with Hungary ahead.
- How many years of comparable data are there for Czechia and Hungary?
- 37 years are reported by both, from 1971 to 2012.
- How do Czechia and Hungary rank globally for teachers in pre-primary education, female?
- Czechia ranks 43rd and Hungary ranks 41st of 179 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in pre-primary 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 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.