Denmark vs Ireland: Share of children achieving minimum proficiency in reading and math at each education level
Denmark
79.3%
in 2022
Ireland
79.9%
in 2022
Denmark rank
5th
Ireland rank
3rd
Share of children achieving minimum proficiency in reading and math at each education level over time
- Denmark
- Ireland
How they compare
Ireland currently reports 79.9% against 79.3% in Denmark, a difference of 0.6%.
The two have swapped places 1 time across 7 shared years of data; in 2003 it was Denmark ahead.
Denmark ranks 5th and Ireland ranks 3rd of 51 countries.
Across the 3 decades both report, Denmark averaged higher in 2 and Ireland in 1.
Head to head by decade
| Decade | Denmark | Ireland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 84.3% | 79.8% | 4.5% | Denmark |
| 2010s | 84.7% | 82.6% | 2.1% | Denmark |
| 2020s | 79.3% | 79.9% | 0.6% | Ireland |
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, Denmark or Ireland?
- Ireland, at 79.9% against 79.3% in Denmark as of 2022.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Denmark and Ireland?
- 0.6%, with Ireland ahead.
- How many years of comparable data are there for Denmark and Ireland?
- 7 years are reported by both, from 2003 to 2022.
- How do Denmark and Ireland rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Denmark ranks 5th and Ireland ranks 3rd 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.