Hungary vs Tunisia: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Hungary
- Tunisia
How they compare
Hungary currently reports 12,337 number against 11,831 number in Tunisia, a difference of 506 number.
Across all 27 years both countries report, Hungary has been ahead every year.
Hungary ranks 55th and Tunisia ranks 56th of 159 countries.
Hungary has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Hungary | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 8,594 number | 1,050 number | 7,544 number | Hungary |
| 1980s | 10,185 number | 3,544 number | 6,641 number | Hungary |
| 1990s | 12,272 number | 4,774 number | 7,499 number | Hungary |
| 2000s | 14,640 number | 9,008 number | 5,632 number | Hungary |
| 2010s | 14,791 number | 11,616 number | 3,176 number | Hungary |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Hungary or Tunisia?
- Hungary, at 12,337 number against 11,831 number in Tunisia as of 2016.
- What is the difference in teachers in tertiary education programmes, male between Hungary and Tunisia?
- 506 number, with Hungary ahead.
- How many years of comparable data are there for Hungary and Tunisia?
- 27 years are reported by both, from 1973 to 2012.
- How do Hungary and Tunisia rank globally for teachers in tertiary education programmes, male?
- Hungary ranks 55th and Tunisia ranks 56th 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/