Hungary vs Palestine, State of: Teachers in tertiary education ISCED 5 programmes, female
Teachers in tertiary education ISCED 5 programmes, female over time
- Hungary
- Palestine, State of
How they compare
Palestine, State of currently reports 430 number against 381 number in Hungary, a difference of 49 number.
That makes Palestine, State of's figure about 1.1 times Hungary's.
Across all 5 years both countries report, Hungary has been ahead every year.
Hungary ranks 31st and Palestine, State of ranks 30th of 60 countries.
Hungary has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Hungary | Palestine, State of | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 792 number | 84 number | 708 number | Hungary |
| 2010s | 643.75 number | 287.25 number | 356.5 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 Palestine, State of?
- Palestine, State of, at 430 number against 381 number in Hungary as of 2019.
- What is the difference in teachers in tertiary education isced 5 programmes, female between Hungary and Palestine, State of?
- 49 number, with Palestine, State of ahead.
- How many years of comparable data are there for Hungary and Palestine, State of?
- 5 years are reported by both, from 2004 to 2016.
- How do Hungary and Palestine, State of rank globally for teachers in tertiary education isced 5 programmes, female?
- Hungary ranks 31st and Palestine, State of ranks 30th 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.