Malaysia vs Uruguay: Share of children achieving minimum reading proficiency by the end of lower-secondary age
Malaysia
41.1%
in 2022
Uruguay
41.2%
in 2022
Malaysia rank
44th
Uruguay rank
43rd
Share of children achieving minimum reading proficiency by the end of lower-secondary age over time
- Malaysia
- Uruguay
How they compare
Uruguay currently reports 41.2% against 41.1% in Malaysia, a difference of 0.1%.
The two have swapped places 1 time across 5 shared years of data; in 2009 it was Malaysia ahead.
Malaysia ranks 44th and Uruguay ranks 43rd of 53 countries.
Across the 3 decades both report, Malaysia averaged higher in 2 and Uruguay in 1.
Head to head by decade
| Decade | Malaysia | Uruguay | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 51.4% | 41.2% | 10.2% | Malaysia |
| 2010s | 52.3% | 39.6% | 12.7% | Malaysia |
| 2020s | 41.1% | 41.2% | 0.1% | Uruguay |
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, Malaysia or Uruguay?
- Uruguay, at 41.2% against 41.1% in Malaysia as of 2022.
- What is the difference in share of children achieving minimum reading proficiency by the end of lower-secondary age between Malaysia and Uruguay?
- 0.1%, with Uruguay ahead.
- How many years of comparable data are there for Malaysia and Uruguay?
- 5 years are reported by both, from 2009 to 2022.
- How do Malaysia and Uruguay rank globally for share of children achieving minimum reading proficiency by the end of lower-secondary age?
- Malaysia ranks 44th and Uruguay ranks 43rd 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.