Hungary vs Middle East, North Africa, Afghanistan & Pakistan (excluding high income): Teachers in pre-primary education, female

Hungary
26,147 number
in 2016
Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
190,392 number
in 2019
Hungary rank
41st
Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank
40th

Teachers in pre-primary education, female over time

  • Hungary
  • Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
050.0k100.0k150.0k200.0k197119952019

How they compare

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) currently reports 190,392 number against 26,147 number in Hungary, a difference of 164,245 number.

That makes Middle East, North Africa, Afghanistan & Pakistan (excluding high income)'s figure about 7.3 times Hungary's.

The two have swapped places 2 times across 38 shared years of data; in 1976 it was Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ahead.

Hungary ranks 41st and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 40th of 179 countries.

Across the 5 decades both report, Hungary averaged higher in 1 and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) in 4.

Head to head by decade

Decade Hungary Middle East, North Africa, Afghanistan & Pakistan (excluding high income) Difference Ahead
1970s 23,182 number 25,246 number 2,064 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
1980s 32,097 number 30,035 number 2,062 number Hungary
1990s 34,519 number 56,270 number 21,751 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
2000s 31,248 number 99,280 number 68,032 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
2010s 28,452 number 158,507 number 130,054 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)

Averages of every year both report within each decade.

Frequently asked questions

Which has higher teachers in pre-primary education, female, Hungary or Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
Middle East, North Africa, Afghanistan & Pakistan (excluding high income), at 190,392 number against 26,147 number in Hungary as of 2019.
What is the difference in teachers in pre-primary education, female between Hungary and Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
164,245 number, with Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ahead.
How many years of comparable data are there for Hungary and Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
38 years are reported by both, from 1976 to 2016.
How do Hungary and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank globally for teachers in pre-primary education, female?
Hungary ranks 41st and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 40th 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.

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Hungary vs Middle East, North Africa, Afghanistan & Pakistan (excluding high income): Teachers in pre-primary education, female. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 18 September 2026, from https://education.statizoid.com/compare/teachers-in-pre-primary-education-female-number/hungary/middle-east-north-africa-afghanistan-and-pakistan-excluding-high-income/

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About this data

Indicator
Teachers in pre-primary education, female (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
224 places, 5,584 data points, 1970–2020
Last refreshed

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.