Canada vs Switzerland: Share of students achieving minimum math proficiency by the end of lower-secondary education
Canada
78.4%
in 2022
Switzerland
80.5%
in 2022
Canada rank
11th
Switzerland rank
9th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Canada
- Switzerland
How they compare
Switzerland currently reports 80.5% against 78.4% in Canada, a difference of 2.1%.
The two have swapped places 3 times across 8 shared years of data; in 2000 it was Canada ahead.
Canada ranks 11th and Switzerland ranks 9th of 63 countries.
Across the 3 decades both report, Canada averaged higher in 2 and Switzerland in 1.
Head to head by decade
| Decade | Canada | Switzerland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 89.5% | 86.2% | 3.4% | Canada |
| 2010s | 85.2% | 85.0% | 0.2% | Canada |
| 2020s | 78.4% | 80.5% | 2.2% | Switzerland |
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, Canada or Switzerland?
- Switzerland, at 80.5% against 78.4% in Canada as of 2022.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between Canada and Switzerland?
- 2.1%, with Switzerland ahead.
- How many years of comparable data are there for Canada and Switzerland?
- 8 years are reported by both, from 2000 to 2022.
- How do Canada and Switzerland rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Canada ranks 11th 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 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 (%).