Chile vs Türkiye: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Chile
64.7%
in 2022
Türkiye
68.1%
in 2022
Chile rank
30th
Türkiye rank
28th
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Chile
- Türkiye
How they compare
Türkiye currently reports 68.1% against 64.7% in Chile, a difference of 3.4%.
That makes Türkiye's figure about 1.1 times Chile's.
The two have swapped places 3 times across 6 shared years of data; in 2006 it was Chile ahead.
Chile ranks 30th and Türkiye ranks 28th of 53 countries.
Across the 3 decades both report, Chile averaged higher in 2 and Türkiye in 1.
Head to head by decade
| Decade | Chile | Türkiye | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 64.2% | 56.7% | 7.6% | Chile |
| 2010s | 66.9% | 64.1% | 2.8% | Chile |
| 2020s | 64.7% | 68.1% | 3.4% | 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, Chile or Türkiye?
- Türkiye, at 68.1% 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 Türkiye?
- 3.4%, with Türkiye ahead.
- How many years of comparable data are there for Chile and Türkiye?
- 6 years are reported by both, from 2006 to 2022.
- How do Chile and Türkiye rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Chile ranks 30th 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.