Ireland vs Switzerland: Share of students achieving minimum math proficiency by the end of lower-secondary education
Ireland
81.0%
in 2022
Switzerland
80.5%
in 2022
Ireland rank
8th
Switzerland rank
9th
Share of students achieving minimum math proficiency by the end of lower-secondary education over time
- Ireland
- Switzerland
How they compare
Ireland currently reports 81.0% against 80.5% in Switzerland, a difference of 0.5%.
The two have swapped places 1 time across 8 shared years of data; in 2000 it was Switzerland ahead.
Ireland ranks 8th and Switzerland ranks 9th of 63 countries.
Across the 3 decades both report, Ireland averaged higher in 1 and Switzerland in 2.
Head to head by decade
| Decade | Ireland | Switzerland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 82.6% | 86.2% | 3.6% | Switzerland |
| 2010s | 84.1% | 85.0% | 0.8% | Switzerland |
| 2020s | 81.0% | 80.5% | 0.4% | Ireland |
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, Ireland or Switzerland?
- Ireland, at 81.0% against 80.5% in Switzerland as of 2022.
- What is the difference in share of students achieving minimum math proficiency by the end of lower-secondary education between Ireland and Switzerland?
- 0.5%, with Ireland ahead.
- How many years of comparable data are there for Ireland and Switzerland?
- 8 years are reported by both, from 2000 to 2022.
- How do Ireland and Switzerland rank globally for share of students achieving minimum math proficiency by the end of lower-secondary education?
- Ireland ranks 8th 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 (%).