New Zealand vs Portugal: Share of students achieving minimum proficiency in reading and math at each education level
New Zealand
71.2%
in 2022
Portugal
70.3%
in 2022
New Zealand rank
27th
Portugal rank
30th
Share of students achieving minimum proficiency in reading and math at each education level over time
- New Zealand
- Portugal
How they compare
New Zealand currently reports 71.2% against 70.3% in Portugal, a difference of 0.9%.
Across all 8 years both countries report, New Zealand has been ahead every year.
New Zealand ranks 27th and Portugal ranks 30th of 63 countries.
New Zealand has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | New Zealand | Portugal | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 85.7% | 70.2% | 15.5% | New Zealand |
| 2010s | 78.0% | 76.0% | 2.0% | New Zealand |
| 2020s | 71.2% | 70.3% | 1.0% | New Zealand |
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, New Zealand or Portugal?
- New Zealand, at 71.2% against 70.3% in Portugal as of 2022.
- What is the difference in share of students achieving minimum proficiency in reading and math at each education level between New Zealand and Portugal?
- 0.9%, with New Zealand ahead.
- How many years of comparable data are there for New Zealand and Portugal?
- 8 years are reported by both, from 2000 to 2022.
- How do New Zealand and Portugal rank globally for share of students achieving minimum proficiency in reading and math at each education level?
- New Zealand ranks 27th and Portugal ranks 30th 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 (%).