Indonesia vs Tunisia: Share of students achieving minimum math proficiency by the end of lower-secondary education
Indonesia
18.3%
in 2022
Tunisia
25.2%
in 2015
Indonesia rank
61st
Tunisia rank
58th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Indonesia
- Tunisia
How they compare
Tunisia currently reports 25.2% against 18.3% in Indonesia, a difference of 6.9%.
That makes Tunisia's figure about 1.4 times Indonesia's.
The two have swapped places 3 times across 5 shared years of data; in 2003 it was Tunisia ahead.
Indonesia ranks 61st and Tunisia ranks 58th of 63 countries.
Across the 2 decades both report, Indonesia averaged higher in 1 and Tunisia in 1.
Head to head by decade
| Decade | Indonesia | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 26.5% | 25.3% | 1.2% | Indonesia |
| 2010s | 27.8% | 28.7% | 0.9% | Tunisia |
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, Indonesia or Tunisia?
- Tunisia, at 25.2% against 18.3% in Indonesia as of 2015.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between Indonesia and Tunisia?
- 6.9%, with Tunisia ahead.
- How many years of comparable data are there for Indonesia and Tunisia?
- 5 years are reported by both, from 2003 to 2015.
- How do Indonesia and Tunisia rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Indonesia ranks 61st and Tunisia ranks 58th 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 (%).