Educational attainment, at least completed short-cycle tertiary, population 25+, female (%) (cumulative) - Country Ranking

Definition: The percentage of population ages 25 and over that attained or completed short-cycle tertiary education.

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

See also: Thematic map, Time series comparison

Find indicator:
Rank Country Value Year
1 Russia 63.69 2010
2 Uzbekistan 58.57 2016
3 Kazakhstan 54.89 2009
4 Belarus 54.43 2009
5 Canada 50.62 2011
6 Israel 49.96 2015
7 Estonia 49.06 2018
8 Australia 47.72 2018
9 United Arab Emirates 47.24 2017
10 United States 46.44 2018
11 Armenia 45.25 2017
12 United Kingdom 45.13 2017
13 Singapore 43.70 2018
14 Cayman Islands 42.31 2015
15 Denmark 41.90 2018
16 Norway 40.46 2017
17 Cyprus 40.02 2018
18 Ukraine 39.89 2001
19 Latvia 39.70 2018
20 Ireland 39.68 2017
21 Finland 39.25 2017
22 Venezuela 38.74 2016
23 Moldova 38.07 2018
24 Lithuania 37.97 2017
25 Palau 37.90 2013
26 Sweden 37.49 2017
27 Belgium 36.12 2017
28 Korea 35.66 2015
29 Qatar 35.26 2017
30 Georgia 34.43 2017
31 New Zealand 34.06 2016
32 Luxembourg 33.63 2015
33 Switzerland 32.85 2018
34 Japan 31.75 2010
35 Slovenia 31.67 2017
36 Netherlands 31.66 2018
37 Spain 31.43 2018
38 Iceland 31.21 2005
39 France 30.88 2017
40 Saudi Arabia 30.80 2017
41 Puerto Rico 30.48 2017
42 Bulgaria 28.48 2017
43 Philippines 28.41 2013
44 Poland 27.88 2016
45 The Bahamas 26.96 2010
46 Austria 25.81 2017
47 Bahrain 25.72 2016
48 Dominican Republic 25.23 2016
49 Panama 24.38 2010
50 Macao SAR, China 23.55 2016
51 Azerbaijan 23.52 2017
52 Costa Rica 23.43 2018
53 Iran 22.89 2016
54 Trinidad and Tobago 22.80 2011
55 Colombia 22.73 2018
56 Hungary 22.43 2016
57 Slovak Republic 22.28 2017
58 Malta 22.15 2018
59 Bolivia 22.11 2015
60 Chile 21.92 2017
61 Germany 21.55 2018
62 Portugal 21.47 2018
63 Serbia 21.45 2017
64 Argentina 21.44 2016
65 Andorra 21.21 2016
66 Peru 21.15 2018
67 Czech Republic 20.82 2017
68 Hong Kong SAR, China 20.63 2017
69 Malaysia 20.37 2016
70 Greece 20.32 2016
71 Thailand 19.96 2016
72 Kyrgyz Republic 18.79 2009
73 Croatia 18.33 2011
74 Brazil 18.29 2018
75 Montenegro 17.81 2011
76 San Marino 17.45 2018
77 Paraguay 17.21 2018
78 Cuba 16.95 2012
79 Mauritius 16.91 2018
80 Turkey 16.59 2017
81 Greenland 16.15 2015
82 Uruguay 15.72 2018
83 Mexico 15.34 2018
84 Italy 15.13 2015
85 Tunisia 14.79 2016
86 Romania 14.74 2017
87 Lebanon 14.28 2007
88 Tajikistan 14.04 2017
89 Nigeria 13.83 2006
90 Jordan 12.93 2010
91 Albania 12.40 2012
92 South Africa 11.98 2017
93 St. Lucia 11.89 2013
94 Mongolia 11.71 2000
95 Oman 11.29 2008
96 Kuwait 11.19 2012
97 Cabo Verde 10.45 2015
98 Bosnia and Herzegovina 10.07 2018
99 Honduras 10.06 2018
100 Indonesia 9.91 2018
101 Turkmenistan 9.64 1995
102 Iraq 7.98 2013
103 Zimbabwe 7.71 2017
104 El Salvador 7.71 2017
105 China 7.60 2010
106 Algeria 7.39 2008
107 Bhutan 7.39 2017
108 India 7.09 2011
109 Guatemala 6.92 2014
110 Bangladesh 6.61 2018
111 Pakistan 6.17 2017
112 Seychelles 6.04 2002
113 Egypt 5.90 2017
114 Vietnam 5.87 2009
115 Belize 5.56 2010
116 Uganda 5.54 2012
117 Tonga 5.36 2011
118 Dem. Rep. Congo 4.99 2016
119 Fiji 4.97 2017
120 Dominica 4.83 2001
121 Syrian Arab Republic 4.47 2009
122 Sri Lanka 4.18 2016
123 Rwanda 3.42 2018
124 Côte d'Ivoire 3.40 2014
125 Samoa 3.40 2001
126 Suriname 3.36 2004
127 Cambodia 2.50 2015
128 Nepal 2.24 2011
129 São Tomé and Principe 2.18 2012
130 Namibia 2.04 2001
131 Angola 2.00 2014
132 Lesotho 1.87 2008
133 Ghana 1.72 2010
134 Myanmar 1.50 1983
135 Kenya 1.46 2009
136 Mozambique 1.41 2017
137 Senegal 1.38 2017
138 Tanzania 1.30 2012
139 Mali 1.30 2018
140 Barbados 1.14 2000
141 Togo 0.96 2009
142 Niger 0.96 2012
143 Benin 0.80 2002
144 Burundi 0.77 2014
145 Cameroon 0.72 2010
146 Guinea 0.66 2010
147 Chad 0.64 2009
148 Ethiopia 0.39 2011
149 Malawi 0.25 1998
150 Guyana 0.13 2002
151 Burkina Faso 0.00 2014

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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 short-cycle tertiary education 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