Dominican Republic vs Hungary: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Dominican Republic
- Hungary
How they compare
Hungary currently reports 12,337 number against 11,420 number in Dominican Republic, a difference of 917 number.
That makes Hungary's figure about 1.1 times Dominican Republic's.
Across all 6 years both countries report, Hungary has been ahead every year.
Dominican Republic ranks 57th and Hungary ranks 55th of 159 countries.
Hungary has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Dominican Republic | Hungary | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 6,178 number | 12,222 number | 6,044 number | Hungary |
| 2000s | 6,527 number | 14,525 number | 7,998 number | Hungary |
| 2010s | 10,536 number | 13,012 number | 2,476 number | Hungary |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Dominican Republic or Hungary?
- Hungary, at 12,337 number against 11,420 number in Dominican Republic as of 2016.
- What is the difference in teachers in tertiary education programmes, male between Dominican Republic and Hungary?
- 917 number, with Hungary ahead.
- How many years of comparable data are there for Dominican Republic and Hungary?
- 6 years are reported by both, from 1997 to 2016.
- How do Dominican Republic and Hungary rank globally for teachers in tertiary education programmes, male?
- Dominican Republic ranks 57th and Hungary ranks 55th of 159 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education 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 tertiary education institutions (ISCED 5-8). 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/