Portugal vs Slovakia: Share of children achieving minimum proficiency in reading and math at each education level
Portugal
65.3%
in 2022
Slovakia
66.1%
in 2022
Portugal rank
25th
Slovakia rank
23rd
Share of children achieving minimum proficiency in reading and math at each education level over time
- Portugal
- Slovakia
How they compare
Slovakia currently reports 66.1% against 65.3% in Portugal, a difference of 0.8%.
Across all 7 years both countries report, Slovakia has been ahead every year.
Portugal ranks 25th and Slovakia ranks 23rd of 51 countries.
Slovakia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Portugal | Slovakia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 59.2% | 78.6% | 19.4% | Slovakia |
| 2010s | 67.7% | 72.5% | 4.8% | Slovakia |
| 2020s | 65.3% | 66.1% | 0.8% | Slovakia |
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, Portugal or Slovakia?
- Slovakia, at 66.1% against 65.3% in Portugal as of 2022.
- What is the difference in share of children achieving minimum proficiency in reading and math at each education level between Portugal and Slovakia?
- 0.8%, with Slovakia ahead.
- How many years of comparable data are there for Portugal and Slovakia?
- 7 years are reported by both, from 2003 to 2022.
- How do Portugal and Slovakia rank globally for share of children achieving minimum proficiency in reading and math at each education level?
- Portugal ranks 25th 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.