Dominican Republic vs Hungary: Teachers in upper secondary education, male
Teachers in upper secondary education, male over time
- Dominican Republic
- Hungary
How they compare
Dominican Republic currently reports 15,877 number against 14,747 number in Hungary, a difference of 1,130 number.
That makes Dominican Republic's figure about 1.1 times Hungary's.
Across all 15 years both countries report, Hungary has been ahead every year.
Dominican Republic ranks 48th and Hungary ranks 51st of 131 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 | 7,270 number | 21,782 number | 14,512 number | Hungary |
| 2000s | 8,074 number | 17,330 number | 9,255 number | Hungary |
| 2010s | 8,971 number | 15,862 number | 6,891 number | Hungary |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, male, Dominican Republic or Hungary?
- Dominican Republic, at 15,877 number against 14,747 number in Hungary as of 2019.
- What is the difference in teachers in upper secondary education, male between Dominican Republic and Hungary?
- 1,130 number, with Dominican Republic ahead.
- How many years of comparable data are there for Dominican Republic and Hungary?
- 15 years are reported by both, from 1999 to 2015.
- How do Dominican Republic and Hungary rank globally for teachers in upper secondary education, male?
- Dominican Republic ranks 48th and Hungary ranks 51st of 131 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in upper secondary education, 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 upper secondary education institutions (ISCED 3). 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/