Belgium vs Switzerland: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Belgium
- Switzerland
How they compare
Switzerland currently reports 11.8% against 11.2% in Belgium, a difference of 0.6%.
That makes Switzerland's figure about 1.1 times Belgium's.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Belgium ahead.
Belgium ranks 7th and Switzerland ranks 6th of 53 countries.
Across the 2 decades both report, Belgium averaged higher in 1 and Switzerland in 1.
Head to head by decade
| Decade | Belgium | Switzerland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 14.6% | 14.1% | 0.6% | Belgium |
| 2010s | 11.2% | 12.4% | 1.2% | Switzerland |
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 Switzerland?
- Switzerland, at 11.8% against 11.2% in Belgium as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Belgium and Switzerland?
- 0.6%, with Switzerland ahead.
- How many years of comparable data are there for Belgium and Switzerland?
- 6 years are reported by both, from 2003 to 2018.
- How do Belgium and Switzerland rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Belgium ranks 7th and Switzerland ranks 6th 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 5. 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 female students scoring higher than 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations and reasoning. 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/