Share of children achieving minimum proficiency in reading and math at each education level in Portugal
Portugal: Share of children achieving minimum proficiency in reading and math at each education level was 65.3% in 2022. ▲ Rising
Share of children achieving minimum proficiency in reading and math at each education level in Portugal, 2000–2022
Source: UNESCO Institute for Statistics (2026) – with minor processing by Our World in Data. Measured in %.
Analysis
Portugal recorded 65.3% for share of children achieving minimum proficiency in reading and math at each education level in 2022.
That represents a change of down 0.5% over ten years.
Over the whole period, share of children achieving minimum proficiency in reading and math at each education level in Portugal peaked at 69.5% in 2018 and was at its lowest, 50.3%, in 2000.
Portugal ranks 25th of 51 countries on this measure, in the middle of the range.
Share of children achieving minimum proficiency in reading and math at each education level in Portugal, year by year
| Year | % | Change |
|---|---|---|
| 2000 | 50.3% | — |
| 2003 | 56.0% | +11.4% |
| 2006 | 56.7% | +1.1% |
| 2009 | 64.8% | +14.4% |
| 2012 | 65.6% | +1.2% |
| 2015 | 68.1% | +3.9% |
| 2018 | 69.5% | +2.1% |
| 2022 | 65.3% | -6.1% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 56.9% | 50.3% | 64.8% | 4 |
| 2010s | 67.7% | 65.6% | 69.5% | 3 |
| 2020s | 65.3% | 65.3% | 65.3% | 1 |
Countries ranked near Portugal
More education data for Portugal
- Enrolment in primary education, female (number), gaps filled 291,682 (2023)
- Enrolment in primary education, female (number), annual growth rate 1.78 % change on previous year (2023)
- Enrolment in primary education, female (number), per capita 0.0276 units per person (2023)
- Enrolment in primary education, male (number), gaps filled 306,979 (2023)
- Enrolment in primary education, male (number), annual growth rate 2 % change on previous year (2023)
- Enrolment in primary education, male (number), per capita 0.029 units per person (2023)
- Enrolment in secondary education, both sexes (number), gaps filled 741,752 (2023)
- Enrolment in secondary education, both sexes (number), annual growth 0.2518 % change on previous year (2023)
- Teachers in primary education, both sexes (number), gaps filled 52,131 (2023)
- Teachers in primary education, both sexes (number), annual growth rate -0.6574 % change on previous year (2023)
Frequently asked questions
- What is share of children achieving minimum proficiency in reading and math at each education level in Portugal?
- Share of children achieving minimum proficiency in reading and math at each education level in Portugal was 65.3% 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 Portugal?
- The highest recorded value was 69.5% in 2018.
- What is the lowest share of children achieving minimum proficiency in reading and math at each education level recorded in Portugal?
- The lowest recorded value was 50.3% in 2000.
- How does Portugal rank for share of children achieving minimum proficiency in reading and math at each education level?
- Portugal ranks 25th 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 Portugal?
- Over the last ten years it is down 0.5%. The long-run trend across the full record is rising.
- Where does this Portugal 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.