Albania vs Brazil: Share of children achieving minimum proficiency in reading and math at each education level
Albania
25.2%
in 2022
Brazil
23.3%
in 2022
Albania rank
43rd
Brazil rank
44th
Share of children achieving minimum proficiency in reading and math at each education level over time
- Albania
- Brazil
How they compare
Albania currently reports 25.2% against 23.3% in Brazil, a difference of 1.9%.
That makes Albania's figure about 1.1 times Brazil's.
Across all 6 years both countries report, Albania has been ahead every year.
Albania ranks 43rd and Brazil ranks 44th of 51 countries.
Albania has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Albania | Brazil | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 32.8% | 17.6% | 15.2% | Albania |
| 2010s | 46.1% | 25.2% | 20.9% | Albania |
| 2020s | 25.2% | 23.3% | 1.9% | Albania |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of children achieving minimum proficiency in reading and math at each education level, Albania or Brazil?
- Albania, at 25.2% against 23.3% in Brazil as of 2022.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Albania and Brazil?
- 1.9%, with Albania ahead.
- How many years of comparable data are there for Albania and Brazil?
- 6 years are reported by both, from 2000 to 2022.
- How do Albania and Brazil rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Albania ranks 43rd and Brazil ranks 44th of 51 countries.
- Where does this data come from?
- UNESCO Institute for Statistics (2026) – with minor processing by Our World in Data, published as Share of children achieving minimum proficiency in reading and math at each education level. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Share of children who achieve minimum math proficiency by the end of lower secondary education. This data accounts for school completion rates to estimate skills for all children, not just those in school.