Norway vs Slovenia: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Norway
72.3%
in 2022
Slovenia
73.4%
in 2022
Norway rank
21st
Slovenia rank
20th
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Norway
- Slovenia
How they compare
Slovenia currently reports 73.4% against 72.3% in Norway, a difference of 1.1%.
The two have swapped places 2 times across 6 shared years of data; in 2006 it was Slovenia ahead.
Norway ranks 21st and Slovenia ranks 20th of 53 countries.
Across the 3 decades both report, Norway averaged higher in 2 and Slovenia in 1.
Head to head by decade
| Decade | Norway | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 80.9% | 80.1% | 0.8% | Norway |
| 2010s | 82.9% | 81.0% | 1.8% | Norway |
| 2020s | 72.3% | 73.4% | 1.0% | 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, Norway or Slovenia?
- Slovenia, at 73.4% against 72.3% in Norway as of 2022.
- What is the difference in share of children achieving minimum reading proficiency by the end of lower-secondary age between Norway and Slovenia?
- 1.1%, with Slovenia ahead.
- How many years of comparable data are there for Norway and Slovenia?
- 6 years are reported by both, from 2006 to 2022.
- How do Norway and Slovenia rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Norway ranks 21st 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.