Denmark vs Estonia: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Denmark
80.8%
in 2022
Estonia
83.5%
in 2022
Denmark rank
5th
Estonia rank
3rd
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Denmark
- Estonia
How they compare
Estonia currently reports 83.5% against 80.8% in Denmark, a difference of 2.7%.
The two have swapped places 1 time across 6 shared years of data; in 2006 it was Denmark ahead.
Denmark ranks 5th and Estonia ranks 3rd of 53 countries.
Across the 3 decades both report, Denmark averaged higher in 1 and Estonia in 2.
Head to head by decade
| Decade | Denmark | Estonia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 84.0% | 83.2% | 0.8% | Denmark |
| 2010s | 84.5% | 86.7% | 2.2% | Estonia |
| 2020s | 80.8% | 83.5% | 2.7% | Estonia |
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, Denmark or Estonia?
- Estonia, at 83.5% against 80.8% in Denmark as of 2022.
- What is the difference in share of children achieving minimum reading proficiency by the end of lower-secondary age between Denmark and Estonia?
- 2.7%, with Estonia ahead.
- How many years of comparable data are there for Denmark and Estonia?
- 6 years are reported by both, from 2006 to 2022.
- How do Denmark and Estonia rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Denmark ranks 5th and Estonia ranks 3rd 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.