Austria vs Lithuania: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Austria
73.5%
in 2022
Lithuania
74.5%
in 2022
Austria rank
19th
Lithuania rank
17th
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Austria
- Lithuania
How they compare
Lithuania currently reports 74.5% against 73.5% in Austria, a difference of 1.0%.
The two have swapped places 3 times across 6 shared years of data; in 2006 it was Austria ahead.
Austria ranks 19th and Lithuania ranks 17th of 53 countries.
Across the 3 decades both report, Austria averaged higher in 2 and Lithuania in 1.
Head to head by decade
| Decade | Austria | Lithuania | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 74.8% | 74.1% | 0.7% | Austria |
| 2010s | 77.0% | 75.7% | 1.3% | Austria |
| 2020s | 73.5% | 74.5% | 1.0% | Lithuania |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of children achieving minimum reading proficiency by the end of lower-secondary age, Austria or Lithuania?
- Lithuania, at 74.5% against 73.5% in Austria as of 2022.
- What is the difference in share of children achieving minimum reading proficiency by the end of lower-secondary age between Austria and Lithuania?
- 1.0%, with Lithuania ahead.
- How many years of comparable data are there for Austria and Lithuania?
- 6 years are reported by both, from 2006 to 2022.
- How do Austria and Lithuania rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Austria ranks 19th and Lithuania ranks 17th of 53 countries.
- Where does this data come from?
- UNESCO Institute for Statistics (2026) – with minor processing by Our World in Data, published as Share of children achieving minimum reading proficiency by the end of lower-secondary age. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Share of children who achieve minimum reading proficiency by the end of lower secondary education. This data accounts for school completion rates to estimate skills for all children, not just those in school.