Hungary vs Small states: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Hungary
- Small states
How they compare
Small states currently reports 48,976 number against 26,249 number in Hungary, a difference of 22,727 number.
That makes Small states's figure about 1.9 times Hungary's.
The two have swapped places 1 time across 18 shared years of data; in 1999 it was Hungary ahead.
Hungary ranks 37th and Small states ranks 40th of 131 countries.
Across the 3 decades both report, Hungary averaged higher in 1 and Small states in 2.
Head to head by decade
| Decade | Hungary | Small states | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 31,039 number | 25,040 number | 5,999 number | Hungary |
| 2000s | 29,404 number | 31,932 number | 2,528 number | Small states |
| 2010s | 28,523 number | 45,924 number | 17,400 number | Small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Hungary or Small states?
- Small states, at 48,976 number against 26,249 number in Hungary as of 2019.
- What is the difference in teachers in upper secondary education, female between Hungary and Small states?
- 22,727 number, with Small states ahead.
- How many years of comparable data are there for Hungary and Small states?
- 18 years are reported by both, from 1999 to 2016.
- How do Hungary and Small states rank globally for teachers in upper secondary education, female?
- Hungary ranks 37th and Small states ranks 40th of 131 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in upper secondary 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 upper secondary education institutions (ISCED 3). 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.