Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, did not speak the language of the test at home, both sexes (%) by country
Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in reading. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of...
What the numbers show
Proportion of students at the end of lower secondary education achieving at least a minimum proficiency level in reading, did not speak the language of the test at home, both sexes (%) is currently reported for 47 countries. The highest value is 84.1% in Ireland; the lowest is 22.7% in Thailand.
The median across all reporting countries is 59.1%, and the mean is 54.7%.
The gap between the highest and lowest reporting country is a factor of about 4.
Over the past decade 17 countries rose and 30 fell. The largest increase was in Argentina (up 55.3%), and the largest decrease in Thailand (down 57.3%).
Proportion of students at the end of lower secondary education: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Ireland | 84.1% | 2018 | up 18.4% | flat |
| 2 | Hong Kong | 81.4% | 2018 | up 7.3% | flat |
| 3 | Canada | 81.2% | 2018 | down 5.5% | flat |
| 4 | Spain | 76.8% | 2015 | up 6.8% | falling |
| 5 | United States | 75.9% | 2018 | up 0.3% | rising |
| 6 | New Zealand | 71.5% | 2018 | up 0.5% | flat |
| 7 | Australia | 71.3% | 2018 | down 13.0% | falling |
| 8 | Poland | 69.5% | 2018 | up 10.2% | flat |
| 9 | Luxembourg | 67.8% | 2018 | down 12.1% | rising |
| 10 | Croatia | 67.2% | 2018 | down 4.8% | rising |
| 11 | Finland | 64.7% | 2018 | down 13.2% | falling |
| 12 | Norway | 63.8% | 2018 | down 3.8% | rising |
| 13 | Israel | 62.8% | 2018 | down 11.0% | flat |
| 14 | Republic of Korea | 62.6% | 2018 | down 15.3% | flat |
| 15 | Denmark | 62.6% | 2018 | down 0.2% | flat |
| 16 | Chile | 62.1% | 2018 | up 49.0% | rising |
| 17 | Portugal | 61.5% | 2018 | down 11.7% | rising |
| 18 | Slovenia | 60.7% | 2018 | down 3.8% | falling |
| 19 | France | 60.2% | 2018 | down 0.2% | falling |
| 20 | Italy | 60.0% | 2018 | down 4.9% | flat |
| 21 | Qatar | 59.8% | 2018 | up 48.3% | rising |
| 22 | Sweden | 59.8% | 2018 | down 2.3% | falling |
| 23 | Latvia | 59.2% | 2018 | down 23.5% | falling |
| 24 | Czechia | 59.1% | 2018 | down 16.9% | falling |
| 25 | Belgium | 58.9% | 2018 | down 21.0% | falling |
| 26 | Serbia | 57.9% | 2018 | up 20.2% | rising |
| 27 | Lithuania | 56.3% | 2018 | down 11.8% | falling |
| 28 | Austria | 56.1% | 2018 | up 7.7% | flat |
| 29 | Germany | 55.1% | 2018 | down 19.9% | rising |
| 30 | Hungary | 55.0% | 2018 | up 36.6% | rising |
| 31 | Russian Federation | 54.3% | 2018 | up 6.3% | rising |
| 32 | Jordan | 53.4% | 2018 | up 22.3% | rising |
| 33 | Iceland | 52.2% | 2018 | down 14.7% | falling |
| 34 | Netherlands | 51.9% | 2018 | down 30.3% | falling |
| 35 | Türkiye | 50.1% | 2018 | down 4.0% | rising |
| 36 | Greece | 42.0% | 2018 | down 15.7% | flat |
| 37 | Colombia | 37.9% | 2018 | down 5.6% | falling |
| 38 | Brazil | 36.7% | 2018 | up 31.1% | falling |
| 39 | Uruguay | 36.2% | 2018 | down 11.5% | falling |
| 40 | Romania | 30.3% | 2018 | up 2.3% | falling |
| 41 | Argentina | 30.0% | 2018 | up 55.3% | falling |
| 42 | Indonesia | 28.4% | 2018 | down 37.1% | rising |
| 43 | Slovakia | 28.4% | 2018 | down 40.8% | falling |
| 44 | Bulgaria | 25.1% | 2018 | down 3.6% | rising |
| 45 | Mexico | 24.0% | 2018 | up 12.9% | rising |
| 46 | Tunisia | 23.7% | 2015 | down 49.9% | falling |
| 47 | Thailand | 22.7% | 2018 | down 57.3% | falling |
About this data
Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in reading. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluación de la Calidad de la Educación (LLECE), Programme d’analyse des systèmes éducatifs de la confemen (PASEC), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ), Pacific Islands Literacy and Numeracy Assessment (PILNA), national assessments data collected through the Catalogue of Learning Assessments (CLA) and/or available in national reports, and population-based assessments (Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), UNICEF Multiple Indicator Cluster Surveys (MICS), People’s Action for Learning (PAL) NETWORK: e.g. Annual Status of Education Report (ASER), UWEZO, etc.)). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/