Estonia vs Ireland: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Estonia
83.5%
in 2022
Ireland
87.4%
in 2022
Estonia rank
3rd
Ireland rank
1st
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Estonia
- Ireland
How they compare
Ireland currently reports 87.4% against 83.5% in Estonia, a difference of 3.9%.
The two have swapped places 2 times across 6 shared years of data; in 2006 it was Ireland ahead.
Estonia ranks 3rd and Ireland ranks 1st of 53 countries.
Across the 3 decades both report, Estonia averaged higher in 1 and Ireland in 2.
Head to head by decade
| Decade | Estonia | Ireland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 83.2% | 83.2% | 0.1% | Estonia |
| 2010s | 86.7% | 87.9% | 1.2% | Ireland |
| 2020s | 83.5% | 87.4% | 3.8% | Ireland |
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, Estonia or Ireland?
- Ireland, at 87.4% against 83.5% in Estonia as of 2022.
- What is the difference in share of children achieving minimum reading proficiency by the end of lower-secondary age between Estonia and Ireland?
- 3.9%, with Ireland ahead.
- How many years of comparable data are there for Estonia and Ireland?
- 6 years are reported by both, from 2006 to 2022.
- How do Estonia and Ireland rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Estonia ranks 3rd and Ireland ranks 1st 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.