Indonesia vs Tunisia: Share of children achieving minimum proficiency in reading and math at each education level
Indonesia
16.5%
in 2022
Tunisia
17.6%
in 2015
Indonesia rank
50th
Tunisia rank
49th
Share of children achieving minimum proficiency in reading and math at each education level over time
- Indonesia
- Tunisia
How they compare
Tunisia currently reports 17.6% against 16.5% in Indonesia, a difference of 1.1%.
That makes Tunisia's figure about 1.1 times Indonesia's.
The two have swapped places 2 times across 5 shared years of data; in 2003 it was Indonesia ahead.
Indonesia ranks 50th and Tunisia ranks 49th of 51 countries.
Indonesia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Indonesia | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 18.7% | 15.5% | 3.2% | Indonesia |
| 2010s | 22.9% | 19.6% | 3.3% | 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 Tunisia?
- Tunisia, at 17.6% against 16.5% in Indonesia as of 2015.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Indonesia and Tunisia?
- 1.1%, with Tunisia ahead.
- How many years of comparable data are there for Indonesia and Tunisia?
- 5 years are reported by both, from 2003 to 2015.
- How do Indonesia and Tunisia rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Indonesia ranks 50th and Tunisia ranks 49th 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.