Share of children achieving minimum proficiency in reading and math at each education level in Estonia
Estonia: Share of children achieving minimum proficiency in reading and math at each education level was 82.4% in 2022. ▬ Flat
Share of children achieving minimum proficiency in reading and math at each education level in Estonia, 2006–2022
Source: UNESCO Institute for Statistics (2026) – with minor processing by Our World in Data. Measured in %.
Analysis
Estonia recorded 82.4% for share of children achieving minimum proficiency in reading and math at each education level in 2022. That is the lowest value across all 6 years on record.
Compared with earlier readings it is down 4.5% over ten years.
Over the whole period, share of children achieving minimum proficiency in reading and math at each education level in Estonia peaked at 86.8% in 2018 and was at its lowest, 82.4%, in 2022.
Estonia ranks 2nd of 51 countries on this measure, in the top 10%.
Share of children achieving minimum proficiency in reading and math at each education level in Estonia, year by year
| Year | % | Change |
|---|---|---|
| 2006 | 84.6% | — |
| 2009 | 84.1% | -0.6% |
| 2012 | 86.3% | +2.6% |
| 2015 | 85.7% | -0.6% |
| 2018 | 86.8% | +1.3% |
| 2022 | 82.4% | -5.1% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 84.3% | 84.1% | 84.6% | 2 |
| 2010s | 86.3% | 85.7% | 86.8% | 3 |
| 2020s | 82.4% | 82.4% | 82.4% | 1 |
Countries ranked near Estonia
- 1 South Korea 83.8% compare
- 3 Ireland 79.9% compare
- 4 Switzerland 79.6% compare
- 5 Denmark 79.3% compare
More education data for Estonia
- Theoretical duration of pre-primary education (years), annual growth 0 % change on previous year (2025)
- Start of the academic school year (pre-primary to post-secondary non) 0.0494 % change on previous year (2025)
- Theoretical duration of lower secondary education (years), annual 0 % change on previous year (2025)
- Theoretical duration of upper secondary education (years), annual 0 % change on previous year (2025)
- Theoretical duration of secondary education (years), annual growth 0 % change on previous year (2025)
- Start of the academic school year (tertiary education), gaps filled 2,023 tertiary education (2024)
- Start of the academic school year (tertiary education), annual growth 0.0495 % change on previous year (2024)
- Primary education, teachers, gaps filled 8,627 (2024)
- Duration of pre primary education, annual growth rate 0 % change on previous year (2025)
- Duration of pre-primary education 4 years (2025)
Frequently asked questions
- What is share of children achieving minimum proficiency in reading and math at each education level in Estonia?
- Share of children achieving minimum proficiency in reading and math at each education level in Estonia was 82.4% in 2022, according to UNESCO Institute for Statistics (2026) – with minor processing by Our World in Data.
- What is the highest share of children achieving minimum proficiency in reading and math at each education level recorded in Estonia?
- The highest recorded value was 86.8% in 2018.
- What is the lowest share of children achieving minimum proficiency in reading and math at each education level recorded in Estonia?
- The lowest recorded value was 82.4% in 2022.
- How does Estonia rank for share of children achieving minimum proficiency in reading and math at each education level?
- Estonia ranks 2nd out of 51 countries with data for 2022.
- Is share of children achieving minimum proficiency in reading and math at each education level rising or falling in Estonia?
- Over the last ten years it is down 4.5%. The long-run trend across the full record is flat.
- Where does this Estonia data come from?
- The figures come from UNESCO Institute for Statistics (2026) – with minor processing by Our World in Data, published as part of Share of children achieving minimum proficiency in reading and math at each education level. Statizoid updates them automatically from the source API.
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About this data
Share of children who achieve minimum math proficiency by the end of lower secondary education. This data accounts for school completion rates to estimate skills for all children, not just those in school.