Australia vs Czechia: Share of students achieving minimum math proficiency by the end of lower-secondary education
Australia
73.7%
in 2022
Czechia
74.5%
in 2022
Australia rank
21st
Czechia rank
20th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Australia
- Czechia
How they compare
Czechia currently reports 74.5% against 73.7% in Australia, a difference of 0.8%.
The two have swapped places 1 time across 8 shared years of data; in 2000 it was Australia ahead.
Australia ranks 21st and Czechia ranks 20th of 63 countries.
Across the 3 decades both report, Australia averaged higher in 1 and Czechia in 2.
Head to head by decade
| Decade | Australia | Czechia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 86.6% | 79.7% | 6.9% | Australia |
| 2010s | 78.6% | 79.0% | 0.3% | Czechia |
| 2020s | 73.7% | 74.5% | 0.8% | Czechia |
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 Czechia?
- Czechia, at 74.5% 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 Czechia?
- 0.8%, with Czechia ahead.
- How many years of comparable data are there for Australia and Czechia?
- 8 years are reported by both, from 2000 to 2022.
- How do Australia and Czechia rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Australia ranks 21st and Czechia ranks 20th 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 (%).