Czechia vs Sweden: PISA: Male 15-year-olds by science proficiency level (%). Level 6
PISA: Male 15-year-olds by science proficiency level (%). Level 6 over time
- Czechia
- Sweden
How they compare
Czechia currently reports 1.2% against 1.2% in Sweden, a difference of 0.0%.
The two have swapped places 4 times across 6 shared years of data; in 2003 it was Czechia ahead.
Czechia ranks 14th and Sweden ranks 15th of 52 countries.
Across the 2 decades both report, Czechia averaged higher in 1 and Sweden in 1.
Head to head by decade
| Decade | Czechia | Sweden | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2.2% | 1.7% | 0.5% | Czechia |
| 2010s | 1.2% | 1.2% | 0.0% | Sweden |
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 6, Czechia or Sweden?
- Czechia, at 1.2% against 1.2% in Sweden as of 2018.
- What is the difference in pisa: male 15-year-olds by science proficiency level (%). level 6 between Czechia and Sweden?
- 0.0%, with Czechia ahead.
- How many years of comparable data are there for Czechia and Sweden?
- 6 years are reported by both, from 2003 to 2018.
- How do Czechia and Sweden rank globally for pisa: male 15-year-olds by science proficiency level (%). level 6?
- Czechia ranks 14th and Sweden ranks 15th 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 6. 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 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify their choices. 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/