Belgium vs Colombia: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Belgium
- Colombia
How they compare
Colombia currently reports 19.5% against 18.8% in Belgium, a difference of 0.7%.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Belgium ahead.
Belgium ranks 47th and Colombia ranks 44th of 53 countries.
Belgium has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Belgium | Colombia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 17.8% | 16.5% | 1.4% | Belgium |
| 2010s | 19.4% | 18.4% | 1.0% | Belgium |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: female 15-year-olds by mathematics proficiency level (%). level, Belgium or Colombia?
- Colombia, at 19.5% against 18.8% in Belgium as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Belgium and Colombia?
- 0.7%, with Colombia ahead.
- How many years of comparable data are there for Belgium and Colombia?
- 5 years are reported by both, from 2006 to 2018.
- How do Belgium and Colombia rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Belgium ranks 47th and Colombia ranks 44th of 53 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Female 15-year-olds by mathematics proficiency level (%). Level 2. Statizoid refreshes it automatically from the source and publishes the full history for both places.
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About this data
Percentage of 15-year-old female students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. 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/