Ireland vs Switzerland: Share of students achieving minimum proficiency in reading and math at each education level
Ireland
81.0%
in 2022
Switzerland
80.5%
in 2022
Ireland rank
8th
Switzerland rank
9th
Share of students achieving minimum proficiency in reading and math at each education level over time
- Ireland
- Switzerland
How they compare
Ireland currently reports 81.0% against 80.5% in Switzerland, a difference of 0.5%.
The two have swapped places 1 time across 8 shared years of data; in 2000 it was Switzerland ahead.
Ireland ranks 8th and Switzerland ranks 9th of 63 countries.
Across the 3 decades both report, Ireland averaged higher in 1 and Switzerland in 2.
Head to head by decade
| Decade | Ireland | Switzerland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 82.6% | 86.2% | 3.6% | Switzerland |
| 2010s | 84.1% | 85.0% | 0.8% | Switzerland |
| 2020s | 81.0% | 80.5% | 0.4% | Ireland |
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, Ireland or Switzerland?
- Ireland, at 81.0% against 80.5% in Switzerland as of 2022.
- What is the difference in share of students achieving minimum proficiency in reading and math at each education level between Ireland and Switzerland?
- 0.5%, with Ireland ahead.
- How many years of comparable data are there for Ireland and Switzerland?
- 8 years are reported by both, from 2000 to 2022.
- How do Ireland and Switzerland rank globally for share of students achieving minimum proficiency in reading and math at each education level?
- Ireland ranks 8th and Switzerland ranks 9th 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 (%).