Czechia vs Lithuania: Share of children achieving minimum proficiency in reading and math at each education level
Czechia
71.4%
in 2022
Lithuania
71.5%
in 2022
Czechia rank
17th
Lithuania rank
16th
Share of children achieving minimum proficiency in reading and math at each education level over time
- Czechia
- Lithuania
How they compare
Lithuania currently reports 71.5% against 71.4% in Czechia, a difference of 0.1%.
The two have swapped places 1 time across 6 shared years of data; in 2006 it was Czechia ahead.
Czechia ranks 17th and Lithuania ranks 16th of 51 countries.
Across the 3 decades both report, Czechia averaged higher in 2 and Lithuania in 1.
Head to head by decade
| Decade | Czechia | Lithuania | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 76.1% | 74.5% | 1.6% | Czechia |
| 2010s | 75.7% | 73.5% | 2.1% | Czechia |
| 2020s | 71.4% | 71.5% | 0.1% | Lithuania |
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, Czechia or Lithuania?
- Lithuania, at 71.5% against 71.4% in Czechia as of 2022.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Czechia and Lithuania?
- 0.1%, with Lithuania ahead.
- How many years of comparable data are there for Czechia and Lithuania?
- 6 years are reported by both, from 2006 to 2022.
- How do Czechia and Lithuania rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Czechia ranks 17th and Lithuania ranks 16th 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.