Chile vs Germany: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Chile
64.7%
in 2022
Germany
68.8%
in 2022
Chile rank
30th
Germany rank
27th
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Chile
- Germany
How they compare
Germany currently reports 68.8% against 64.7% in Chile, a difference of 4.1%.
That makes Germany's figure about 1.1 times Chile's.
Across all 7 years both countries report, Germany has been ahead every year.
Chile ranks 30th and Germany ranks 27th of 53 countries.
Germany has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Chile | Germany | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 58.9% | 73.6% | 14.6% | Germany |
| 2010s | 66.9% | 76.3% | 9.4% | Germany |
| 2020s | 64.7% | 68.8% | 4.1% | Germany |
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, Chile or Germany?
- Germany, at 68.8% against 64.7% in Chile as of 2022.
- What is the difference in share of children achieving minimum reading proficiency by the end of lower-secondary age between Chile and Germany?
- 4.1%, with Germany ahead.
- How many years of comparable data are there for Chile and Germany?
- 7 years are reported by both, from 2000 to 2022.
- How do Chile and Germany rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Chile ranks 30th and Germany ranks 27th 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.