Hungary vs Italy: Share of children achieving minimum proficiency in reading and math at each education level
Hungary
61.9%
in 2023
Italy
60.9%
in 2023
Hungary rank
30th
Italy rank
32nd
Share of children achieving minimum proficiency in reading and math at each education level over time
- Hungary
- Italy
How they compare
Hungary currently reports 61.9% against 60.9% in Italy, a difference of 1.0%.
Across all 8 years both countries report, Hungary has been ahead every year.
Hungary ranks 30th and Italy ranks 32nd of 51 countries.
Hungary has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Hungary | Italy | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 68.0% | 50.3% | 17.7% | Hungary |
| 2000s | 68.9% | 53.3% | 15.7% | Hungary |
| 2010s | 63.9% | 61.9% | 2.0% | Hungary |
| 2020s | 61.9% | 60.9% | 1.0% | Hungary |
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, Hungary or Italy?
- Hungary, at 61.9% against 60.9% in Italy as of 2023.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Hungary and Italy?
- 1.0%, with Hungary ahead.
- How many years of comparable data are there for Hungary and Italy?
- 8 years are reported by both, from 1995 to 2023.
- How do Hungary and Italy rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Hungary ranks 30th and Italy ranks 32nd 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.