Belgium vs Türkiye: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Belgium
67.9%
in 2022
Türkiye
68.1%
in 2022
Belgium rank
29th
Türkiye rank
28th
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Belgium
- Türkiye
How they compare
Türkiye currently reports 68.1% against 67.9% in Belgium, a difference of 0.2%.
The two have swapped places 1 time across 7 shared years of data; in 2003 it was Belgium ahead.
Belgium ranks 29th and Türkiye ranks 28th of 53 countries.
Across the 3 decades both report, Belgium averaged higher in 2 and Türkiye in 1.
Head to head by decade
| Decade | Belgium | Türkiye | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 66.7% | 51.0% | 15.6% | Belgium |
| 2010s | 70.4% | 64.1% | 6.3% | Belgium |
| 2020s | 67.9% | 68.1% | 0.2% | Türkiye |
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 Türkiye?
- Türkiye, at 68.1% against 67.9% in Belgium 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 Türkiye?
- 0.2%, with Türkiye ahead.
- How many years of comparable data are there for Belgium and Türkiye?
- 7 years are reported by both, from 2003 to 2022.
- How do Belgium and Türkiye rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Belgium ranks 29th and Türkiye ranks 28th 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.