Estonia vs Germany: PISA: Male 15-year-olds by science proficiency level (%). Level 5
PISA: Male 15-year-olds by science proficiency level (%). Level 5 over time
- Estonia
- Germany
How they compare
Estonia currently reports 9.9% against 9.2% in Germany, a difference of 0.7%.
That makes Estonia's figure about 1.1 times Germany's.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Germany ahead.
Estonia ranks 6th and Germany ranks 8th of 52 countries.
Across the 2 decades both report, Estonia averaged higher in 1 and Germany in 1.
Head to head by decade
| Decade | Estonia | Germany | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 9.8% | 11.8% | 2.0% | Germany |
| 2010s | 11.3% | 10.1% | 1.2% | Estonia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: male 15-year-olds by science proficiency level (%). level 5, Estonia or Germany?
- Estonia, at 9.9% against 9.2% in Germany as of 2018.
- What is the difference in pisa: male 15-year-olds by science proficiency level (%). level 5 between Estonia and Germany?
- 0.7%, with Estonia ahead.
- How many years of comparable data are there for Estonia and Germany?
- 5 years are reported by both, from 2006 to 2018.
- How do Estonia and Germany rank globally for pisa: male 15-year-olds by science proficiency level (%). level 5?
- Estonia ranks 6th and Germany ranks 8th of 52 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Male 15-year-olds by science 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 male students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/