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Education

Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, female (%)

% · higher is better · 92 countries

UNESCO Institute for Statistics (UIS) (CC BY-SA 4.0)CC BY-SA 4.0updated 2022

League table

78 shown
  1. 1Ireland91.8%
  2. 2Singapore91.4%
  3. 3Macao SAR, China90.2%
  4. 4Estonia90.1%
  5. 5Korea, Rep.90%
  6. 6Japan89.4%
  7. 7Hong Kong SAR, China86.4%
  8. 8Finland85.7%
  9. 9Canada85.6%
  10. 10Denmark84.7%
  11. 11Czechia83.7%
  12. 12United States83.7%
  13. 13New Zealand83.7%
  14. 14Croatia83.6%
  15. 15United Kingdom83.2%
  16. 15Poland83.2%
  17. 16Slovenia83%
  18. 17Italy82.8%
  19. 18Australia82.7%
  20. 19Latvia82.4%
  21. 20Sweden81.9%
  22. 21Viet Nam81.2%
  23. 22Lithuania81.2%
  24. 23Portugal81.1%
  25. 24Spain80.2%
  26. 25Switzerland79.8%
  27. 26Norway79.7%
  28. 27Belgium79.4%
  29. 28Austria78.1%
  30. 29Germany77.8%
  31. 30Hungary77.7%
  32. 31France77%
  33. 32Turkiye76.5%
  34. 33Israel75.3%
  35. 34Malta71%
  36. 35Slovak Republic70.9%
  37. 36Netherlands70.4%
  38. 37Serbia70.2%
  39. 38Greece68.5%
  40. 39Chile68.4%
  41. 40Iceland67.6%
  42. 41Brunei Darussalam65.4%
  43. 42Ukraine64.6%
  44. 43Romania64%
  45. 44Uruguay61.9%
  46. 45Qatar61.4%
  47. 46United Arab Emirates60.4%
  48. 47Moldova58.9%
  49. 48Jamaica57.2%
  50. 49Montenegro55.9%
  51. 50Mexico54.9%
  52. 51Bulgaria54.2%
  53. 52Costa Rica53.6%
  54. 53Brazil53.3%
  55. 54Peru51.5%
  56. 55Colombia51.2%
  57. 56Malaysia49.9%
  58. 57Argentina48.5%
  59. 58Panama46.3%
  60. 59Saudi Arabia45.4%
  61. 60Kazakhstan42.8%
  62. 61Mongolia41.8%
  63. 62Georgia41%
  64. 63Thailand40.3%
  65. 64Azerbaijan38.5%
  66. 65Paraguay37.2%
  67. 66Albania34.8%
  68. 67Guatemala32.8%
  69. 68North Macedonia31.5%
  70. 69West Bank and Gaza30.9%
  71. 70El Salvador30.6%
  72. 71Indonesia29.7%
  73. 72Dominican Republic29.6%
  74. 73Philippines29.4%
  75. 74Jordan28.1%
  76. 75Morocco22.1%
  77. 76Uzbekistan16.2%
  78. 77Cambodia9.4%

Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, female (%)