Iceland vs Serbia: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Iceland
59.7%
in 2022
Serbia
62.8%
in 2022
Iceland rank
35th
Serbia rank
32nd
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Iceland
- Serbia
How they compare
Serbia currently reports 62.8% against 59.7% in Iceland, a difference of 3.1%.
That makes Serbia's figure about 1.1 times Iceland's.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Iceland ahead.
Iceland ranks 35th and Serbia ranks 32nd of 53 countries.
Across the 3 decades both report, Iceland averaged higher in 2 and Serbia in 1.
Head to head by decade
| Decade | Iceland | Serbia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 80.4% | 55.1% | 25.3% | Iceland |
| 2010s | 75.5% | 63.5% | 11.9% | Iceland |
| 2020s | 59.7% | 62.8% | 3.1% | Serbia |
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 Serbia?
- Serbia, at 62.8% against 59.7% in Iceland 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 Serbia?
- 3.1%, with Serbia ahead.
- How many years of comparable data are there for Iceland and Serbia?
- 6 years are reported by both, from 2003 to 2022.
- How do Iceland and Serbia rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Iceland ranks 35th and Serbia ranks 32nd 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.