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Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, 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. 1Macao SAR, China91.8%
  2. 2Singapore89.6%
  3. 3Brunei Darussalam84.5%
  4. 4Ireland82.8%
  5. 5Australia80.8%
  6. 6Canada79.2%
  7. 7Hong Kong SAR, China78%
  8. 8New Zealand76.1%
  9. 9United Arab Emirates75.7%
  10. 10Latvia74.4%
  11. 11Estonia72.9%
  12. 12Qatar72.6%
  13. 13United Kingdom72.5%
  14. 14Croatia71.8%
  15. 15Serbia68%
  16. 16Malta67.9%
  17. 17Portugal67.6%
  18. 18United States66.8%
  19. 19Lithuania65.1%
  20. 20Uruguay65%
  21. 21Hungary62.4%
  22. 22Spain61.6%
  23. 23Peru61%
  24. 24Italy60.5%
  25. 25Viet Nam59.2%
  26. 26Panama59.1%
  27. 27Switzerland58.7%
  28. 28Saudi Arabia56.9%
  29. 29Chile55.1%
  30. 30Norway54.9%
  31. 31Belgium53.9%
  32. 32Denmark52.7%
  33. 33Austria52.3%
  34. 34Romania52%
  35. 35France50.3%
  36. 36Slovenia50.3%
  37. 37Czechia49%
  38. 38Guatemala48.9%
  39. 39Israel45.5%
  40. 40Sweden45.2%
  41. 41Montenegro44.2%
  42. 42Bulgaria43.7%
  43. 43Korea, Rep.43.4%
  44. 44Argentina42.1%
  45. 45Poland41.7%
  46. 46Moldova41.5%
  47. 47Netherlands40.5%
  48. 48Slovak Republic40.4%
  49. 49Finland39.9%
  50. 50Paraguay39.4%
  51. 51Costa Rica39.1%
  52. 52Colombia36.9%
  53. 53Germany35.9%
  54. 54Turkiye35.1%
  55. 55El Salvador34.6%
  56. 56Greece32.9%
  57. 57Iceland31.2%
  58. 58Azerbaijan30.3%
  59. 59Malaysia28.4%
  60. 60Georgia27.7%
  61. 61Kazakhstan24.7%
  62. 62Brazil23.3%
  63. 63Jamaica22.4%
  64. 64Thailand21.9%
  65. 65Jordan21.6%
  66. 66Ukraine19.9%
  67. 67Dominican Republic18.6%
  68. 68Albania18.4%
  69. 69North Macedonia16.7%
  70. 70Mexico16.2%
  71. 71Philippines14.9%
  72. 72West Bank and Gaza14.4%
  73. 73Uzbekistan8.5%
  74. 74Morocco6.1%
  75. 75Mongolia3.9%
  76. 76Cambodia1.8%
  77. 77Indonesia0%

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