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Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, non-immigrant 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. 1Ireland89.6%
  2. 2Singapore88.4%
  3. 3Estonia87.5%
  4. 4Korea, Rep.85.8%
  5. 5Denmark84%
  6. 6Macao SAR, China84%
  7. 7Hong Kong SAR, China83.9%
  8. 8Sweden83.3%
  9. 9Switzerland83%
  10. 10Canada82.6%
  11. 11United States82%
  12. 12United Kingdom82%
  13. 13Finland81.9%
  14. 14Germany81.5%
  15. 15New Zealand81.3%
  16. 16Austria81.3%
  17. 17Italy80.5%
  18. 18Belgium80%
  19. 19Czechia79.7%
  20. 20Poland79.3%
  21. 21Australia78.9%
  22. 22Portugal78.7%
  23. 23Spain78.6%
  24. 24Croatia78.5%
  25. 25Latvia78%
  26. 26Viet Nam77.7%
  27. 27France77.4%
  28. 28Norway76.9%
  29. 29Lithuania76.6%
  30. 30Slovenia76.6%
  31. 31Hungary74.5%
  32. 32Israel73.9%
  33. 33Turkiye71.7%
  34. 34Netherlands71.6%
  35. 35Chile68.6%
  36. 36Slovak Republic66.4%
  37. 37Greece66.3%
  38. 38Malta65.6%
  39. 39Serbia63.7%
  40. 40Iceland63.3%
  41. 41Uruguay60.1%
  42. 42Romania59.8%
  43. 43Ukraine58.2%
  44. 44Brunei Darussalam56.4%
  45. 45Costa Rica55.2%
  46. 46Mexico54.9%
  47. 47Jamaica53.8%
  48. 48Brazil52.8%
  49. 49Moldova52%
  50. 50Colombia51.4%
  51. 51Peru50.8%
  52. 52Bulgaria50.2%
  53. 53Montenegro47.9%
  54. 54Argentina46.8%
  55. 55Panama44.4%
  56. 56Malaysia43.2%
  57. 57Kazakhstan37.1%
  58. 58Mongolia36.8%
  59. 59Georgia36.1%
  60. 60Qatar36%
  61. 61Saudi Arabia35.8%
  62. 62United Arab Emirates35.7%
  63. 63Thailand35.7%
  64. 64Paraguay35.6%
  65. 65Azerbaijan33.9%
  66. 66Guatemala33.5%
  67. 67El Salvador29.5%
  68. 68Albania29.4%
  69. 69North Macedonia28%
  70. 70Dominican Republic27%
  71. 71Indonesia26.2%
  72. 72Philippines25.3%
  73. 73West Bank and Gaza24.2%
  74. 74Jordan21.3%
  75. 75Morocco19.5%
  76. 76Uzbekistan14.4%
  77. 77Cambodia8.3%

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