Hungary vs Tunisia: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Hungary
- Tunisia
How they compare
Tunisia currently reports 22,410 number against 21,705 number in Hungary, a difference of 705 number.
Across all 40 years both countries report, Hungary has been ahead every year.
Hungary ranks 60th and Tunisia ranks 58th of 176 countries.
Hungary has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Hungary | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 11,794 number | 1,957 number | 9,838 number | Hungary |
| 1980s | 14,537 number | 4,293 number | 10,244 number | Hungary |
| 1990s | 18,444 number | 5,931 number | 12,513 number | Hungary |
| 2000s | 23,752 number | 14,908 number | 8,845 number | Hungary |
| 2010s | 23,857 number | 21,724 number | 2,133 number | Hungary |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Hungary or Tunisia?
- Tunisia, at 22,410 number against 21,705 number in Hungary as of 2012.
- What is the difference in teachers in tertiary education programmes, both sexes between Hungary and Tunisia?
- 705 number, with Tunisia ahead.
- How many years of comparable data are there for Hungary and Tunisia?
- 40 years are reported by both, from 1972 to 2012.
- How do Hungary and Tunisia rank globally for teachers in tertiary education programmes, both sexes?
- Hungary ranks 60th and Tunisia ranks 58th of 176 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education programmes, 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 tertiary education institutions (ISCED 5-8). 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.