Brazil vs Uruguay: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Brazil
43.5%
in 2022
Uruguay
41.2%
in 2022
Brazil rank
42nd
Uruguay rank
43rd
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Brazil
- Uruguay
How they compare
Brazil currently reports 43.5% against 41.2% in Uruguay, a difference of 2.3%.
That makes Brazil's figure about 1.1 times Uruguay's.
The two have swapped places 3 times across 7 shared years of data; in 2003 it was Uruguay ahead.
Brazil ranks 42nd and Uruguay ranks 43rd of 53 countries.
Across the 3 decades both report, Brazil averaged higher in 2 and Uruguay in 1.
Head to head by decade
| Decade | Brazil | Uruguay | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 34.3% | 40.3% | 6.0% | Uruguay |
| 2010s | 39.9% | 39.6% | 0.4% | Brazil |
| 2020s | 43.5% | 41.2% | 2.3% | Brazil |
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, Brazil or Uruguay?
- Brazil, at 43.5% against 41.2% in Uruguay as of 2022.
- What is the difference in share of children achieving minimum reading proficiency by the end of lower-secondary age between Brazil and Uruguay?
- 2.3%, with Brazil ahead.
- How many years of comparable data are there for Brazil and Uruguay?
- 7 years are reported by both, from 2003 to 2022.
- How do Brazil and Uruguay rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Brazil ranks 42nd and Uruguay ranks 43rd 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.