Colombia vs Thailand: Share of students achieving minimum proficiency in reading and math at each education level
Colombia
28.8%
in 2022
Thailand
31.7%
in 2022
Colombia rank
51st
Thailand rank
49th
Share of students achieving minimum proficiency in reading and math at each education level over time
- Colombia
- Thailand
How they compare
Thailand currently reports 31.7% against 28.8% in Colombia, a difference of 2.9%.
That makes Thailand's figure about 1.1 times Colombia's.
Across all 6 years both countries report, Thailand has been ahead every year.
Colombia ranks 51st and Thailand ranks 49th of 63 countries.
Thailand has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Colombia | Thailand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 28.8% | 47.2% | 18.4% | Thailand |
| 2010s | 31.5% | 47.9% | 16.4% | Thailand |
| 2020s | 28.8% | 31.7% | 2.9% | Thailand |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of students achieving minimum proficiency in reading and math at each education level, Colombia or Thailand?
- Thailand, at 31.7% against 28.8% in Colombia as of 2022.
- What is the difference in share of students achieving minimum proficiency in reading and math at each education level between Colombia and Thailand?
- 2.9%, with Thailand ahead.
- How many years of comparable data are there for Colombia and Thailand?
- 6 years are reported by both, from 2006 to 2022.
- How do Colombia and Thailand rank globally for share of students achieving minimum proficiency in reading and math at each education level?
- Colombia ranks 51st and Thailand ranks 49th of 63 countries.
- Where does this data come from?
- UNESCO Institute for Statistics – processed by Our World in Data, published as Share of students 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
Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%).