Norway vs Slovakia: Share of children achieving minimum proficiency in reading and math at each education level
Norway
68.3%
in 2022
Slovakia
66.1%
in 2022
Norway rank
20th
Slovakia rank
23rd
Share of children achieving minimum proficiency in reading and math at each education level over time
- Norway
- Slovakia
How they compare
Norway currently reports 68.3% against 66.1% in Slovakia, a difference of 2.2%.
The two have swapped places 1 time across 7 shared years of data; in 2003 it was Slovakia ahead.
Norway ranks 20th and Slovakia ranks 23rd of 51 countries.
Norway has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Norway | Slovakia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 79.2% | 78.6% | 0.6% | Norway |
| 2010s | 80.3% | 72.5% | 7.7% | Norway |
| 2020s | 68.3% | 66.1% | 2.2% | Norway |
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, Norway or Slovakia?
- Norway, at 68.3% against 66.1% in Slovakia as of 2022.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Norway and Slovakia?
- 2.2%, with Norway ahead.
- How many years of comparable data are there for Norway and Slovakia?
- 7 years are reported by both, from 2003 to 2022.
- How do Norway and Slovakia rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Norway ranks 20th and Slovakia ranks 23rd 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.