Switzerland vs United Kingdom: PISA: 15-year-olds by mathematics proficiency level (%). Level 1
PISA: 15-year-olds by mathematics proficiency level (%). Level 1 over time
- Switzerland
- United Kingdom
How they compare
United Kingdom currently reports 12.8% against 12.0% in Switzerland, a difference of 0.8%.
That makes United Kingdom's figure about 1.1 times Switzerland's.
Across all 6 years both countries report, United Kingdom has been ahead every year.
Switzerland ranks 41st and United Kingdom ranks 38th of 53 countries.
United Kingdom has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Switzerland | United Kingdom | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 9.2% | 13.4% | 4.3% | United Kingdom |
| 2010s | 10.6% | 13.6% | 3.0% | United Kingdom |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by mathematics proficiency level (%). level 1, Switzerland or United Kingdom?
- United Kingdom, at 12.8% against 12.0% in Switzerland as of 2018.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 1 between Switzerland and United Kingdom?
- 0.8%, with United Kingdom ahead.
- How many years of comparable data are there for Switzerland and United Kingdom?
- 6 years are reported by both, from 2003 to 2018.
- How do Switzerland and United Kingdom rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 1?
- Switzerland ranks 41st and United Kingdom ranks 38th of 53 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: 15-year-olds by mathematics proficiency level (%). Level 1. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Percentage of 15-year-old students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/