Hungary vs Slovak Republic: Teachers in tertiary education ISCED 5 programmes, female
Teachers in tertiary education ISCED 5 programmes, female over time
- Hungary
- Slovak Republic
How they compare
Hungary currently reports 381 number against 278 number in Slovak Republic, a difference of 103 number.
That makes Hungary's figure about 1.4 times Slovak Republic's.
Across all 8 years both countries report, Hungary has been ahead every year.
Hungary ranks 31st and Slovak Republic ranks 34th of 60 countries.
Hungary has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Hungary | Slovak Republic | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 957.5 number | 217 number | 740.5 number | Hungary |
| 2010s | 816.83 number | 251.67 number | 565.17 number | Hungary |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, female, Hungary or Slovak Republic?
- Hungary, at 381 number against 278 number in Slovak Republic as of 2016.
- What is the difference in teachers in tertiary education isced 5 programmes, female between Hungary and Slovak Republic?
- 103 number, with Hungary ahead.
- How many years of comparable data are there for Hungary and Slovak Republic?
- 8 years are reported by both, from 2004 to 2016.
- How do Hungary and Slovak Republic rank globally for teachers in tertiary education isced 5 programmes, female?
- Hungary ranks 31st and Slovak Republic ranks 34th of 60 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education ISCED 5 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 short-cycle tertiary education institutions (ISCED 5). 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.