Croatia vs Portugal: Share of children achieving minimum proficiency in reading and math at each education level
Croatia
66.2%
in 2022
Portugal
65.3%
in 2022
Croatia rank
22nd
Portugal rank
25th
Share of children achieving minimum proficiency in reading and math at each education level over time
- Croatia
- Portugal
How they compare
Croatia currently reports 66.2% against 65.3% in Portugal, a difference of 0.9%.
The two have swapped places 2 times across 6 shared years of data; in 2006 it was Croatia ahead.
Croatia ranks 22nd and Portugal ranks 25th of 51 countries.
Croatia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Croatia | Portugal | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 67.8% | 60.7% | 7.1% | Croatia |
| 2010s | 67.9% | 67.7% | 0.2% | Croatia |
| 2020s | 66.2% | 65.3% | 0.9% | Croatia |
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, Croatia or Portugal?
- Croatia, at 66.2% against 65.3% in Portugal as of 2022.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Croatia and Portugal?
- 0.9%, with Croatia ahead.
- How many years of comparable data are there for Croatia and Portugal?
- 6 years are reported by both, from 2006 to 2022.
- How do Croatia and Portugal rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Croatia ranks 22nd and Portugal ranks 25th 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.