Indonesia vs Jordan: Share of children achieving minimum proficiency in reading and math at each education level
Indonesia
16.5%
in 2022
Jordan
15.8%
in 2022
Indonesia rank
50th
Jordan rank
51st
Share of children achieving minimum proficiency in reading and math at each education level over time
- Indonesia
- Jordan
How they compare
Indonesia currently reports 16.5% against 15.8% in Jordan, a difference of 0.7%.
The two have swapped places 1 time across 6 shared years of data; in 2006 it was Jordan ahead.
Indonesia ranks 50th and Jordan ranks 51st of 51 countries.
Across the 3 decades both report, Indonesia averaged higher in 1 and Jordan in 2.
Head to head by decade
| Decade | Indonesia | Jordan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 20.7% | 29.9% | 9.2% | Jordan |
| 2010s | 23.5% | 31.4% | 7.9% | Jordan |
| 2020s | 16.5% | 15.8% | 0.7% | Indonesia |
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, Indonesia or Jordan?
- Indonesia, at 16.5% against 15.8% in Jordan as of 2022.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Indonesia and Jordan?
- 0.7%, with Indonesia ahead.
- How many years of comparable data are there for Indonesia and Jordan?
- 6 years are reported by both, from 2006 to 2022.
- How do Indonesia and Jordan rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Indonesia ranks 50th and Jordan ranks 51st 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.