Hungary vs Mozambique: 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
- Mozambique
How they compare
Hungary currently reports 11,752 number against 10,099 number in Mozambique, a difference of 1,653 number.
That makes Hungary's figure about 1.2 times Mozambique's.
Across all 8 years both countries report, Hungary has been ahead every year.
Hungary ranks 18th and Mozambique ranks 21st of 68 countries.
Hungary has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Hungary | Mozambique | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 14,104 number | 2,314 number | 11,790 number | Hungary |
| 2010s | 13,116 number | 6,727 number | 6,389 number | Hungary |
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 Mozambique?
- Hungary, at 11,752 number against 10,099 number in Mozambique as of 2016.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, male between Hungary and Mozambique?
- 1,653 number, with Hungary ahead.
- How many years of comparable data are there for Hungary and Mozambique?
- 8 years are reported by both, from 2004 to 2014.
- How do Hungary and Mozambique rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, male?
- Hungary ranks 18th and Mozambique ranks 21st 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/