Albania vs Indonesia: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Albania
25.4%
in 2022
Indonesia
22.9%
in 2022
Albania rank
50th
Indonesia rank
51st
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Albania
- Indonesia
How they compare
Albania currently reports 25.4% against 22.9% in Indonesia, a difference of 2.5%.
That makes Albania's figure about 1.1 times Indonesia's.
Across all 6 years both countries report, Albania has been ahead every year.
Albania ranks 50th and Indonesia ranks 51st of 53 countries.
Albania has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Albania | Indonesia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 34.8% | 27.0% | 7.8% | Albania |
| 2010s | 46.6% | 33.2% | 13.4% | Albania |
| 2020s | 25.4% | 22.9% | 2.6% | Albania |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of children achieving minimum reading proficiency by the end of lower-secondary age, Albania or Indonesia?
- Albania, at 25.4% against 22.9% in Indonesia as of 2022.
- What is the difference in share of children achieving minimum reading proficiency by the end of lower-secondary age between Albania and Indonesia?
- 2.5%, with Albania ahead.
- How many years of comparable data are there for Albania and Indonesia?
- 6 years are reported by both, from 2000 to 2022.
- How do Albania and Indonesia rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Albania ranks 50th and Indonesia ranks 51st of 53 countries.
- Where does this data come from?
- UNESCO Institute for Statistics (2026) – with minor processing by Our World in Data, published as Share of children achieving minimum reading proficiency by the end of lower-secondary age. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Share of children who achieve minimum reading proficiency by the end of lower secondary education. This data accounts for school completion rates to estimate skills for all children, not just those in school.