Finland vs Slovenia: Share of students achieving minimum math proficiency by the end of lower-secondary education
Finland
75.2%
in 2022
Slovenia
75.4%
in 2022
Finland rank
17th
Slovenia rank
16th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Finland
- Slovenia
How they compare
Slovenia currently reports 75.4% against 75.2% in Finland, a difference of 0.2%.
The two have swapped places 1 time across 6 shared years of data; in 2006 it was Finland ahead.
Finland ranks 17th and Slovenia ranks 16th of 63 countries.
Across the 3 decades both report, Finland averaged higher in 2 and Slovenia in 1.
Head to head by decade
| Decade | Finland | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 93.1% | 81.0% | 12.1% | Finland |
| 2010s | 86.4% | 82.5% | 3.9% | Finland |
| 2020s | 75.2% | 75.4% | 0.3% | 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, Finland or Slovenia?
- Slovenia, at 75.4% against 75.2% in Finland as of 2022.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between Finland and Slovenia?
- 0.2%, with Slovenia ahead.
- How many years of comparable data are there for Finland and Slovenia?
- 6 years are reported by both, from 2006 to 2022.
- How do Finland and Slovenia rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Finland ranks 17th 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 (%).