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

% · 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. 1Singapore86.3%
  2. 2Ireland85.5%
  3. 3Macao SAR, China84.7%
  4. 4Japan83.1%
  5. 5Estonia82.5%
  6. 6Korea, Rep.81.1%
  7. 7Hong Kong SAR, China79.1%
  8. 8Canada78.2%
  9. 9Denmark77.5%
  10. 10United Kingdom76.7%
  11. 11United States76%
  12. 12New Zealand74.9%
  13. 13Australia74.8%
  14. 14Italy74.2%
  15. 15Czechia73.8%
  16. 16Portugal72.7%
  17. 17Viet Nam72.6%
  18. 18Poland72.5%
  19. 19Latvia71.8%
  20. 20Finland71.8%
  21. 21Austria71.5%
  22. 22Croatia71.5%
  23. 23Germany71.3%
  24. 24Switzerland71.1%
  25. 25Spain71.1%
  26. 26Hungary70.5%
  27. 27Belgium69.9%
  28. 28Sweden69.8%
  29. 29France69.2%
  30. 30Lithuania68.9%
  31. 31Norway65.7%
  32. 32Israel65.5%
  33. 33Slovenia65.4%
  34. 34Turkiye64.9%
  35. 35Chile64.2%
  36. 36Netherlands60.7%
  37. 37Slovak Republic58.9%
  38. 38Serbia57.3%
  39. 39Malta56.8%
  40. 40Greece56.4%
  41. 41Uruguay56%
  42. 42Ukraine53.5%
  43. 43Iceland53.2%
  44. 44Romania52.6%
  45. 45Costa Rica52.3%
  46. 46Mexico50.9%
  47. 47Brunei Darussalam50.6%
  48. 48Peru47.7%
  49. 49Brazil46%
  50. 50Colombia45.8%
  51. 51Moldova44.3%
  52. 52Qatar44.1%
  53. 53United Arab Emirates44%
  54. 54Argentina42.5%
  55. 55Jamaica41.4%
  56. 56Bulgaria41%
  57. 57Montenegro38.8%
  58. 58Panama38.2%
  59. 59Malaysia33.9%
  60. 60Guatemala30.2%
  61. 61Paraguay30.2%
  62. 62Kazakhstan30.1%
  63. 62Mongolia30.1%
  64. 63Saudi Arabia29.1%
  65. 64Thailand28.4%
  66. 65Georgia25.7%
  67. 66El Salvador25.3%
  68. 67Azerbaijan24%
  69. 68North Macedonia21.6%
  70. 69Indonesia21%
  71. 70Dominican Republic19%
  72. 71Albania18.4%
  73. 72Philippines17.8%
  74. 73Morocco15.8%
  75. 74West Bank and Gaza12.9%
  76. 75Jordan12.2%
  77. 76Uzbekistan12%
  78. 77Cambodia6.2%

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