Iceland vs Qatar: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Iceland
59.7%
in 2022
Qatar
52.4%
in 2022
Iceland rank
35th
Qatar rank
38th
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Iceland
- Qatar
How they compare
Iceland currently reports 59.7% against 52.4% in Qatar, a difference of 7.3%.
That makes Iceland's figure about 1.1 times Qatar's.
Across all 6 years both countries report, Iceland has been ahead every year.
Iceland ranks 35th and Qatar ranks 38th of 53 countries.
Iceland has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Iceland | Qatar | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 80.4% | 23.5% | 57.0% | Iceland |
| 2010s | 76.0% | 43.7% | 32.3% | Iceland |
| 2020s | 59.7% | 52.4% | 7.2% | Iceland |
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, Iceland or Qatar?
- Iceland, at 59.7% against 52.4% in Qatar as of 2022.
- What is the difference in share of children achieving minimum reading proficiency by the end of lower-secondary age between Iceland and Qatar?
- 7.3%, with Iceland ahead.
- How many years of comparable data are there for Iceland and Qatar?
- 6 years are reported by both, from 2006 to 2022.
- How do Iceland and Qatar rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Iceland ranks 35th and Qatar ranks 38th 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.