Estonia vs Ireland: Share of students achieving minimum math proficiency by the end of lower-secondary education
Estonia
85.0%
in 2022
Ireland
81.0%
in 2022
Estonia rank
6th
Ireland rank
8th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Estonia
- Ireland
How they compare
Estonia currently reports 85.0% against 81.0% in Ireland, a difference of 4.0%.
That makes Estonia's figure about 1.1 times Ireland's.
Across all 6 years both countries report, Estonia has been ahead every year.
Estonia ranks 6th and Ireland ranks 8th of 63 countries.
Estonia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Estonia | Ireland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 87.6% | 81.4% | 6.3% | Estonia |
| 2010s | 89.3% | 84.1% | 5.2% | Estonia |
| 2020s | 85.0% | 81.0% | 4.1% | Estonia |
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, Estonia or Ireland?
- Estonia, at 85.0% against 81.0% in Ireland as of 2022.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between Estonia and Ireland?
- 4.0%, with Estonia ahead.
- How many years of comparable data are there for Estonia and Ireland?
- 6 years are reported by both, from 2006 to 2022.
- How do Estonia and Ireland rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Estonia ranks 6th and Ireland ranks 8th 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 (%).