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Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, very affluent socioeconomic background, both sexes (%)

% · higher is better · 91 countries

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

League table

77 shown
  1. 1Singapore95.6%
  2. 2Ireland94.4%
  3. 3Viet Nam94.3%
  4. 4Korea, Rep.93.4%
  5. 5Estonia93%
  6. 6Macao SAR, China92.8%
  7. 7Japan92.3%
  8. 8Hungary91.3%
  9. 9Czechia91.3%
  10. 10Germany91.2%
  11. 11Poland90.8%
  12. 12Austria90.3%
  13. 13Belgium90.1%
  14. 14France90.1%
  15. 15United States90.1%
  16. 16Turkiye90.1%
  17. 17Switzerland89.8%
  18. 18Portugal89.8%
  19. 19New Zealand89.6%
  20. 20Italy89.5%
  21. 21Croatia89.2%
  22. 22Latvia89.2%
  23. 23Finland89.1%
  24. 24United Kingdom89.1%
  25. 25Hong Kong SAR, China89%
  26. 26Canada88.2%
  27. 27Denmark88.1%
  28. 28Australia88%
  29. 29Lithuania87.6%
  30. 30Spain87.6%
  31. 31Sweden87.4%
  32. 32Uruguay85.6%
  33. 33Colombia85.3%
  34. 34Chile85.3%
  35. 35Romania85.3%
  36. 36Slovenia85.2%
  37. 37Israel84.4%
  38. 38Slovak Republic84.4%
  39. 39Brunei Darussalam83.2%
  40. 40Brazil82.7%
  41. 41Netherlands81.3%
  42. 42Norway81%
  43. 43Mexico80.9%
  44. 44Greece80.2%
  45. 45Peru80%
  46. 46Moldova79.5%
  47. 47Serbia79.2%
  48. 48Ukraine78.7%
  49. 49Malta78.2%
  50. 50Panama77.9%
  51. 51Thailand73.9%
  52. 52Paraguay72.8%
  53. 53Malaysia72.8%
  54. 54Argentina72.4%
  55. 55Bulgaria72.4%
  56. 56Jamaica72.2%
  57. 57Iceland71.4%
  58. 58Mongolia69.8%
  59. 59Qatar68.5%
  60. 60El Salvador68.2%
  61. 61Guatemala67.6%
  62. 62Indonesia64.6%
  63. 63Montenegro63.4%
  64. 64United Arab Emirates61.8%
  65. 65Philippines59.8%
  66. 66Dominican Republic56.5%
  67. 67Saudi Arabia53.9%
  68. 68Kazakhstan53.3%
  69. 69Georgia52.6%
  70. 70Morocco49.4%
  71. 71Azerbaijan48.1%
  72. 72Albania46.9%
  73. 73North Macedonia45.3%
  74. 74West Bank and Gaza44.7%
  75. 75Jordan42.7%
  76. 76Cambodia34.5%
  77. 77Uzbekistan24.3%

Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, very affluent socioeconomic background, both sexes (%)