Belgium vs Slovenia: Share of students achieving minimum math proficiency by the end of lower-secondary education
Belgium
75.0%
in 2022
Slovenia
75.4%
in 2022
Belgium rank
19th
Slovenia rank
16th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Belgium
- Slovenia
How they compare
Slovenia currently reports 75.4% against 75.0% in Belgium, a difference of 0.4%.
The two have swapped places 1 time across 6 shared years of data; in 2006 it was Belgium ahead.
Belgium ranks 19th and Slovenia ranks 16th of 63 countries.
Across the 3 decades both report, Belgium averaged higher in 1 and Slovenia in 2.
Head to head by decade
| Decade | Belgium | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 81.8% | 81.0% | 0.8% | Belgium |
| 2010s | 80.4% | 82.5% | 2.0% | Slovenia |
| 2020s | 75.0% | 75.4% | 0.4% | Slovenia |
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, Belgium or Slovenia?
- Slovenia, at 75.4% against 75.0% in Belgium as of 2022.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between Belgium and Slovenia?
- 0.4%, with Slovenia ahead.
- How many years of comparable data are there for Belgium and Slovenia?
- 6 years are reported by both, from 2006 to 2022.
- How do Belgium and Slovenia rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Belgium ranks 19th and Slovenia ranks 16th 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 (%).