Hungary vs Syrian Arab Republic: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Hungary
- Syrian Arab Republic
How they compare
Hungary currently reports 26,249 number against 25,526 number in Syrian Arab Republic, a difference of 723 number.
The two have swapped places 2 times across 7 shared years of data; in 2003 it was Hungary ahead.
Hungary ranks 37th and Syrian Arab Republic ranks 40th of 131 countries.
Across the 2 decades both report, Hungary averaged higher in 1 and Syrian Arab Republic in 1.
Head to head by decade
| Decade | Hungary | Syrian Arab Republic | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 29,226 number | 17,304 number | 11,922 number | Hungary |
| 2010s | 30,111 number | 31,013 number | 902.67 number | Syrian Arab Republic |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Hungary or Syrian Arab Republic?
- Hungary, at 26,249 number against 25,526 number in Syrian Arab Republic as of 2016.
- What is the difference in teachers in upper secondary education, female between Hungary and Syrian Arab Republic?
- 723 number, with Hungary ahead.
- How many years of comparable data are there for Hungary and Syrian Arab Republic?
- 7 years are reported by both, from 2003 to 2013.
- How do Hungary and Syrian Arab Republic rank globally for teachers in upper secondary education, female?
- Hungary ranks 37th and Syrian Arab Republic 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.