France vs Norway: Share of children achieving minimum reading proficiency by the end of lower-secondary age
France
71.9%
in 2022
Norway
72.3%
in 2022
France rank
22nd
Norway rank
21st
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- France
- Norway
How they compare
Norway currently reports 72.3% against 71.9% in France, a difference of 0.4%.
Across all 8 years both countries report, Norway has been ahead every year.
France ranks 22nd and Norway ranks 21st of 53 countries.
Norway has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | France | Norway | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 78.5% | 81.3% | 2.8% | Norway |
| 2010s | 77.7% | 82.9% | 5.2% | Norway |
| 2020s | 71.9% | 72.3% | 0.4% | Norway |
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, France or Norway?
- Norway, at 72.3% against 71.9% in France as of 2022.
- What is the difference in share of children achieving minimum reading proficiency by the end of lower-secondary age between France and Norway?
- 0.4%, with Norway ahead.
- How many years of comparable data are there for France and Norway?
- 8 years are reported by both, from 2000 to 2022.
- How do France and Norway rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- France ranks 22nd and Norway ranks 21st 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.