Educational attainment, at least Master's or equivalent, population 25+, male (%) (cumulative) - Country Ranking

Definition: The percentage of population ages 25 and over that attained or completed Master's or equivalent.

Source: UNESCO Institute for Statistics (http://uis.unesco.org/)

See also: Thematic map, Time series comparison

Find indicator:
Rank Country Value Year
1 Georgia 26.16 2017
2 Switzerland 23.78 2018
3 Slovak Republic 17.59 2017
4 Czech Republic 17.53 2017
5 Belgium 16.87 2017
6 Tajikistan 15.58 2017
7 Poland 15.52 2016
8 Kyrgyz Republic 14.18 2009
9 Denmark 12.97 2018
10 Netherlands 12.90 2018
11 Slovenia 12.86 2017
12 United States 12.84 2018
13 Albania 12.82 2012
14 Spain 12.81 2018
15 Peru 12.75 2018
16 Israel 12.20 2015
17 Austria 12.11 2017
18 Cyprus 12.02 2018
19 United Kingdom 11.97 2017
20 Germany 11.94 2018
21 Norway 11.83 2017
22 Lithuania 11.43 2017
23 Andorra 11.41 2016
24 Latvia 11.25 2018
25 France 11.11 2017
26 Sweden 11.05 2017
27 Finland 11.03 2017
28 Portugal 10.91 2018
29 San Marino 10.46 2018
30 Ireland 10.20 2017
31 Romania 9.81 2014
32 Hungary 9.76 2016
33 Cayman Islands 9.44 2015
34 United Arab Emirates 8.88 2017
35 Australia 7.70 2018
36 Malta 6.90 2018
37 Paraguay 6.80 2018
38 Korea 5.62 2015
39 Bangladesh 5.44 2018
40 New Zealand 5.15 2016
41 Iran 4.97 2016
42 Cuba 3.97 2012
43 The Bahamas 3.83 2010
44 Colombia 3.45 2018
45 Mauritius 3.12 2018
46 Saudi Arabia 3.01 2017
47 Greenland 2.96 2015
48 Bhutan 2.94 2017
49 Costa Rica 2.87 2018
50 Pakistan 2.79 2017
51 Greece 2.77 2016
52 Senegal 2.70 2017
53 Turkey 2.62 2017
54 Côte d'Ivoire 2.61 2014
55 Nepal 2.39 2011
56 Nigeria 2.21 2006
57 Puerto Rico 2.20 2017
58 Mongolia 2.17 2010
59 Panama 2.15 2010
60 St. Lucia 2.07 2010
61 Serbia 2.05 2017
62 Bolivia 2.04 2015
63 Uruguay 1.94 2018
64 Thailand 1.93 2016
65 Oman 1.77 2015
66 Chile 1.76 2017
67 Mexico 1.68 2018
68 Trinidad and Tobago 1.66 2011
69 South Africa 1.61 2017
70 Malaysia 1.59 2016
71 Bahrain 1.43 2018
72 Ecuador 1.38 2017
73 Fiji 1.31 2017
74 Bosnia and Herzegovina 1.25 2018
75 Cabo Verde 1.23 2015
76 Russia 1.22 2010
77 Qatar 1.21 2017
78 Cambodia 1.08 2015
79 Brazil 1.02 2018
80 Sri Lanka 0.92 2016
81 Moldova 0.89 2018
82 Niger 0.89 2012
83 Zimbabwe 0.82 2017
84 Venezuela 0.80 2016
85 Egypt 0.79 2017
86 Dominican Republic 0.78 2016
87 Indonesia 0.76 2018
88 Kuwait 0.48 2018
89 Rwanda 0.48 2018
90 Chad 0.47 2009
91 Guatemala 0.47 2014
92 China 0.44 2010
93 Mozambique 0.31 2017
94 El Salvador 0.28 2013
95 Burundi 0.27 2014
96 Philippines 0.24 2017
97 Dem. Rep. Congo 0.23 2016
98 Kazakhstan 0.12 2009
99 Burkina Faso 0.00 2014
99 São Tomé and Principe 0.00 2012

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Development Relevance: A relative high concentration of the adult population in a given level of education reflects the capacity of the educational system in the corresponding level of education. Educational attainment is closely related to the skills and competencies of a country's population, and could be seen as a proxy of both the quantitative and qualitative aspects of the stock of human capital.

Limitations and Exceptions: Caution is required when using this indicator for cross-country comparison, since the countries do not always classify degrees and qualifications at the same International Standard Classification of Education (ISCED) levels, even if they are received at roughly the same age or after a similar number of years of schooling. Also, certain educational programmes and study courses cannot be easily classified according to ISCED. This indicator only measures educational attainment in terms of level of education attained, i.e. years of schooling, and do not necessarily reveal the quality of the education (learning achievement and other impacts).

Statistical Concept and Methodology: It is calculated by dividing the number of population ages 25 and older who attained or completed Master's or equivalent by the total population of the same age group and multiplying by 100. The number 0 means zero or small enough that the number would round to zero. Data are collected by the UNESCO Institute for Statistics mainly from national population census, household survey, and labour force survey. All the data are mapped to the International Standard Classification of Education (ISCED) to ensure the comparability of education programs at the international level. The current version was formally adopted by UNESCO Member States in 2011.

Periodicity: Annual