Dominican Republic vs Hungary: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Dominican Republic
- Hungary
How they compare
Hungary currently reports 9,368 number against 8,871 number in Dominican Republic, a difference of 497 number.
That makes Hungary's figure about 1.1 times Dominican Republic's.
Across all 6 years both countries report, Hungary has been ahead every year.
Dominican Republic ranks 55th and Hungary ranks 53rd of 159 countries.
Hungary has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Dominican Republic | Hungary | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,863 number | 7,107 number | 4,244 number | Hungary |
| 2000s | 4,584 number | 9,273 number | 4,689 number | Hungary |
| 2010s | 7,751 number | 9,190 number | 1,439 number | Hungary |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Dominican Republic or Hungary?
- Hungary, at 9,368 number against 8,871 number in Dominican Republic as of 2016.
- What is the difference in teachers in tertiary education programmes, female between Dominican Republic and Hungary?
- 497 number, with Hungary ahead.
- How many years of comparable data are there for Dominican Republic and Hungary?
- 6 years are reported by both, from 1997 to 2016.
- How do Dominican Republic and Hungary rank globally for teachers in tertiary education programmes, female?
- Dominican Republic ranks 55th and Hungary ranks 53rd of 159 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education programmes, 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 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.