Qatar vs Romania: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Qatar
52.4%
in 2022
Romania
54.2%
in 2022
Qatar rank
38th
Romania rank
37th
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Qatar
- Romania
How they compare
Romania currently reports 54.2% against 52.4% in Qatar, a difference of 1.8%.
Across all 6 years both countries report, Romania has been ahead every year.
Qatar ranks 38th and Romania ranks 37th of 53 countries.
Romania has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Qatar | Romania | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 23.5% | 49.6% | 26.2% | Romania |
| 2010s | 43.7% | 56.8% | 13.1% | Romania |
| 2020s | 52.4% | 54.2% | 1.7% | Romania |
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, Qatar or Romania?
- Romania, at 54.2% 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 Qatar and Romania?
- 1.8%, with Romania ahead.
- How many years of comparable data are there for Qatar and Romania?
- 6 years are reported by both, from 2006 to 2022.
- How do Qatar and Romania rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Qatar ranks 38th and Romania ranks 37th 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.