Hungary vs Kazakhstan: Teachers in tertiary education ISCED 6, 7 and 8 programmes, male
Teachers in tertiary education ISCED 6, 7 and 8 programmes, male over time
- Hungary
- Kazakhstan
How they compare
Kazakhstan currently reports 13,361 number against 11,752 number in Hungary, a difference of 1,609 number.
That makes Kazakhstan's figure about 1.1 times Hungary's.
The two have swapped places 1 time across 6 shared years of data; in 2006 it was Kazakhstan ahead.
Hungary ranks 18th and Kazakhstan ranks 16th of 68 countries.
Kazakhstan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Hungary | Kazakhstan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 13,965 number | 16,332 number | 2,367 number | Kazakhstan |
| 2010s | 12,827 number | 14,015 number | 1,188 number | Kazakhstan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 6, 7 and 8 programmes, male, Hungary or Kazakhstan?
- Kazakhstan, at 13,361 number against 11,752 number in Hungary as of 2019.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, male between Hungary and Kazakhstan?
- 1,609 number, with Kazakhstan ahead.
- How many years of comparable data are there for Hungary and Kazakhstan?
- 6 years are reported by both, from 2006 to 2016.
- How do Hungary and Kazakhstan rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, male?
- Hungary ranks 18th and Kazakhstan ranks 16th of 68 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education ISCED 6, 7 and 8 programmes, male (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of male teachers in public and private short-cycle tertiary education institutions (ISCED 6-8). 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/