Hungary vs Tunisia: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Hungary
- Tunisia
How they compare
Tunisia currently reports 10,579 number against 9,368 number in Hungary, a difference of 1,211 number.
That makes Tunisia's figure about 1.1 times Hungary's.
The two have swapped places 1 time across 27 shared years of data; in 1973 it was Hungary ahead.
Hungary ranks 53rd and Tunisia ranks 50th of 159 countries.
Across the 5 decades both report, Hungary averaged higher in 4 and Tunisia in 1.
Head to head by decade
| Decade | Hungary | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2,911 number | 170.33 number | 2,741 number | Hungary |
| 1980s | 4,428 number | 554.67 number | 3,874 number | Hungary |
| 1990s | 6,764 number | 1,706 number | 5,058 number | Hungary |
| 2000s | 9,113 number | 5,900 number | 3,213 number | Hungary |
| 2010s | 9,066 number | 10,108 number | 1,042 number | Tunisia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Hungary or Tunisia?
- Tunisia, at 10,579 number against 9,368 number in Hungary as of 2012.
- What is the difference in teachers in tertiary education programmes, female between Hungary and Tunisia?
- 1,211 number, with Tunisia ahead.
- How many years of comparable data are there for Hungary and Tunisia?
- 27 years are reported by both, from 1973 to 2012.
- How do Hungary and Tunisia rank globally for teachers in tertiary education programmes, female?
- Hungary ranks 53rd and Tunisia ranks 50th 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.