Belgium vs Serbia: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Belgium
67.9%
in 2022
Serbia
62.8%
in 2022
Belgium rank
29th
Serbia rank
32nd
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Belgium
- Serbia
How they compare
Belgium currently reports 67.9% against 62.8% in Serbia, a difference of 5.1%.
That makes Belgium's figure about 1.1 times Serbia's.
Across all 6 years both countries report, Belgium has been ahead every year.
Belgium ranks 29th and Serbia ranks 32nd of 53 countries.
Belgium has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Belgium | Serbia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 66.7% | 55.1% | 11.5% | Belgium |
| 2010s | 70.5% | 63.5% | 7.0% | Belgium |
| 2020s | 67.9% | 62.8% | 5.1% | Belgium |
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, Belgium or Serbia?
- Belgium, at 67.9% against 62.8% in Serbia as of 2022.
- What is the difference in share of children achieving minimum reading proficiency by the end of lower-secondary age between Belgium and Serbia?
- 5.1%, with Belgium ahead.
- How many years of comparable data are there for Belgium and Serbia?
- 6 years are reported by both, from 2003 to 2022.
- How do Belgium and Serbia rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Belgium ranks 29th and Serbia ranks 32nd 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.