Albania vs Jordan: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Albania
25.4%
in 2022
Jordan
18.8%
in 2022
Albania rank
50th
Jordan rank
53rd
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Albania
- Jordan
How they compare
Albania currently reports 25.4% against 18.8% in Jordan, a difference of 6.6%.
That makes Albania's figure about 1.4 times Jordan's.
The two have swapped places 3 times across 5 shared years of data; in 2009 it was Jordan ahead.
Albania ranks 50th and Jordan ranks 53rd of 53 countries.
Across the 3 decades both report, Albania averaged higher in 1 and Jordan in 2.
Head to head by decade
| Decade | Albania | Jordan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 41.5% | 45.8% | 4.3% | Jordan |
| 2010s | 46.6% | 48.5% | 1.9% | Jordan |
| 2020s | 25.4% | 18.8% | 6.6% | 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 Jordan?
- Albania, at 25.4% against 18.8% in Jordan 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 Jordan?
- 6.6%, with Albania ahead.
- How many years of comparable data are there for Albania and Jordan?
- 5 years are reported by both, from 2009 to 2022.
- How do Albania and Jordan rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Albania ranks 50th and Jordan ranks 53rd 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.