Germany vs Iceland: Share of children achieving minimum proficiency in reading and math at each education level
Germany
65.1%
in 2022
Iceland
65.2%
in 2022
Germany rank
27th
Iceland rank
26th
Share of children achieving minimum proficiency in reading and math at each education level over time
- Germany
- Iceland
How they compare
Iceland currently reports 65.2% against 65.1% in Germany, a difference of 0.1%.
The two have swapped places 2 times across 8 shared years of data; in 2000 it was Iceland ahead.
Germany ranks 27th and Iceland ranks 26th of 51 countries.
Iceland has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Germany | Iceland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 72.5% | 83.6% | 11.1% | Iceland |
| 2010s | 74.9% | 77.2% | 2.3% | Iceland |
| 2020s | 65.1% | 65.2% | 0.1% | Iceland |
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, Germany or Iceland?
- Iceland, at 65.2% against 65.1% in Germany as of 2022.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Germany and Iceland?
- 0.1%, with Iceland ahead.
- How many years of comparable data are there for Germany and Iceland?
- 8 years are reported by both, from 2000 to 2022.
- How do Germany and Iceland rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Germany ranks 27th and Iceland ranks 26th 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.