Australia vs Belgium: Share of students achieving minimum math proficiency by the end of lower-secondary education
Australia
73.7%
in 2022
Belgium
75.0%
in 2022
Australia rank
21st
Belgium rank
19th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Australia
- Belgium
How they compare
Belgium currently reports 75.0% against 73.7% in Australia, a difference of 1.3%.
The two have swapped places 1 time across 8 shared years of data; in 2000 it was Australia ahead.
Australia ranks 21st and Belgium ranks 19th of 63 countries.
Across the 3 decades both report, Australia averaged higher in 1 and Belgium in 2.
Head to head by decade
| Decade | Australia | Belgium | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 86.6% | 81.9% | 4.8% | Australia |
| 2010s | 78.6% | 80.4% | 1.8% | Belgium |
| 2020s | 73.7% | 75.0% | 1.4% | Belgium |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of students achieving minimum math proficiency by the end of lower-secondary education, Australia or Belgium?
- Belgium, at 75.0% against 73.7% in Australia as of 2022.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between Australia and Belgium?
- 1.3%, with Belgium ahead.
- How many years of comparable data are there for Australia and Belgium?
- 8 years are reported by both, from 2000 to 2022.
- How do Australia and Belgium rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Australia ranks 21st and Belgium ranks 19th 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 math proficiency by the end of lower-secondary education. 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 (%).