Italy vs Türkiye: Share of children achieving minimum proficiency in reading and math at each education level
Italy
60.9%
in 2023
Türkiye
57.6%
in 2023
Italy rank
32nd
Türkiye rank
33rd
Share of children achieving minimum proficiency in reading and math at each education level over time
- Italy
- Türkiye
How they compare
Italy currently reports 60.9% against 57.6% in Türkiye, a difference of 3.3%.
That makes Italy's figure about 1.1 times Türkiye's.
Across all 7 years both countries report, Italy has been ahead every year.
Italy ranks 32nd and Türkiye ranks 33rd of 51 countries.
Italy has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Italy | Türkiye | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 50.3% | 13.9% | 36.4% | Italy |
| 2000s | 52.5% | 25.6% | 26.8% | Italy |
| 2010s | 61.9% | 42.2% | 19.8% | Italy |
| 2020s | 60.9% | 57.6% | 3.3% | Italy |
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, Italy or Türkiye?
- Italy, at 60.9% against 57.6% in Türkiye as of 2023.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Italy and Türkiye?
- 3.3%, with Italy ahead.
- How many years of comparable data are there for Italy and Türkiye?
- 7 years are reported by both, from 1995 to 2023.
- How do Italy and Türkiye rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Italy ranks 32nd and Türkiye ranks 33rd 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.