France vs Slovenia: Share of children achieving minimum reading proficiency by the end of lower-secondary age
France
71.9%
in 2022
Slovenia
73.4%
in 2022
France rank
22nd
Slovenia rank
20th
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- France
- Slovenia
How they compare
Slovenia currently reports 73.4% against 71.9% in France, a difference of 1.5%.
The two have swapped places 2 times across 6 shared years of data; in 2006 it was Slovenia ahead.
France ranks 22nd and Slovenia ranks 20th of 53 countries.
Slovenia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | France | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 76.6% | 80.1% | 3.5% | Slovenia |
| 2010s | 77.7% | 81.0% | 3.4% | Slovenia |
| 2020s | 71.9% | 73.4% | 1.4% | Slovenia |
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 Slovenia?
- Slovenia, at 73.4% 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 Slovenia?
- 1.5%, with Slovenia ahead.
- How many years of comparable data are there for France and Slovenia?
- 6 years are reported by both, from 2006 to 2022.
- How do France and Slovenia rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- France ranks 22nd and Slovenia ranks 20th 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.