Educational attainment, at least completed short-cycle tertiary, population 25+, male (%) (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 Uzbekistan 66.59 2016
2 Russia 59.71 2010
3 United Arab Emirates 53.15 2017
4 Singapore 49.97 2018
5 Kazakhstan 49.47 2009
6 Belarus 48.19 2009
7 Switzerland 45.37 2018
8 Korea 45.12 2015
9 Canada 44.51 2011
10 Israel 43.98 2015
11 United States 43.79 2018
12 United Kingdom 43.02 2017
13 Armenia 41.40 2017
14 Australia 38.69 2018
15 Japan 37.31 2010
16 Ukraine 35.94 2001
17 Norway 35.55 2017
18 Cyprus 35.38 2018
19 Luxembourg 34.90 2015
20 Netherlands 34.47 2018
21 Belgium 34.07 2017
22 Cayman Islands 33.94 2015
23 Georgia 33.63 2017
24 Ireland 33.46 2017
25 Denmark 32.32 2018
26 Saudi Arabia 31.90 2017
27 Tajikistan 31.54 2017
28 Austria 31.23 2017
29 Finland 31.02 2017
30 Estonia 30.83 2018
31 Spain 30.77 2018
32 Palau 30.43 2013
33 New Zealand 30.39 2016
34 Lithuania 30.21 2017
35 Germany 30.09 2018
36 Venezuela 29.68 2016
37 France 29.30 2017
38 Moldova 28.22 2018
39 Sweden 28.05 2017
40 Azerbaijan 27.50 2017
41 Iceland 26.66 2005
42 Bolivia 26.02 2015
43 Hong Kong SAR, China 25.76 2017
44 Latvia 25.45 2018
45 Philippines 24.73 2013
46 Slovenia 24.53 2017
47 Macao SAR, China 24.19 2016
48 Iran 23.22 2016
49 Bahrain 23.04 2016
50 Peru 22.69 2018
51 Chile 22.18 2017
52 Greece 22.15 2016
53 Malta 22.09 2018
54 Poland 21.86 2016
55 Turkey 21.64 2017
56 Montenegro 21.46 2011
57 Puerto Rico 21.11 2017
58 Czech Republic 21.08 2017
59 Andorra 20.89 2016
60 Costa Rica 20.87 2018
61 Nigeria 20.76 2006
62 Bulgaria 20.58 2017
63 Hungary 20.20 2016
64 Serbia 20.04 2017
65 Trinidad and Tobago 19.70 2011
66 Colombia 19.65 2018
67 Slovak Republic 19.38 2017
68 Jordan 19.23 2010
69 Dominican Republic 18.41 2016
70 The Bahamas 18.32 2010
71 Panama 18.30 2010
72 Croatia 18.25 2011
73 Thailand 18.09 2016
74 Mexico 17.71 2018
75 Malaysia 17.39 2016
76 Argentina 17.08 2016
77 Lebanon 16.56 2007
78 Kyrgyz Republic 16.38 2009
79 Turkmenistan 15.95 1995
80 Tunisia 15.54 2016
81 Portugal 15.44 2018
82 Oman 15.37 2008
83 Qatar 15.21 2017
84 Romania 14.62 2017
85 Brazil 14.55 2018
86 San Marino 13.90 2018
87 Dem. Rep. Congo 13.60 2016
88 Italy 13.50 2015
89 Albania 13.46 2012
90 Paraguay 13.17 2018
91 Cuba 13.15 2012
92 Bangladesh 12.98 2018
93 Iraq 12.96 2013
94 Mongolia 12.77 2000
95 Bhutan 12.67 2017
96 India 12.62 2011
97 South Africa 11.67 2017
98 Bosnia and Herzegovina 11.66 2018
99 Zimbabwe 11.37 2017
100 Pakistan 11.24 2017
101 Uganda 11.14 2012
102 Mauritius 10.84 2018
103 Uruguay 10.61 2018
104 Greenland 10.61 2015
105 Indonesia 10.08 2018
106 Guatemala 10.07 2014
107 China 10.00 2010
108 Seychelles 9.44 2002
109 Cambodia 9.42 2015
110 Honduras 9.38 2018
111 Cabo Verde 9.03 2015
112 Algeria 8.66 2008
113 Kuwait 8.60 2012
114 St. Lucia 8.46 2013
115 El Salvador 8.25 2017
116 Syrian Arab Republic 7.93 2009
117 Vietnam 7.62 2009
118 Nepal 7.51 2011
119 Tonga 7.15 2011
120 Côte d'Ivoire 7.07 2014
121 Senegal 6.94 2017
122 Egypt 6.37 2017
123 Belize 5.88 2010
124 Fiji 5.37 2017
125 Dominica 5.23 2001
126 Guinea 5.21 2010
127 Rwanda 4.96 2018
128 Ghana 4.73 2010
129 Togo 4.57 2009
130 Suriname 4.49 2004
131 Mali 4.45 2018
132 Samoa 4.44 2001
133 São Tomé and Principe 4.39 2012
134 Sri Lanka 3.92 2016
135 Benin 3.76 2002
136 Angola 3.34 2014
137 Kenya 2.94 2009
138 Chad 2.78 2009
139 Niger 2.70 2012
140 Tanzania 2.62 2012
141 Mozambique 2.62 2017
142 Namibia 2.60 2001
143 Myanmar 2.52 1983
144 Cameroon 2.23 2010
145 Burundi 2.02 2014
146 Ethiopia 1.94 2011
147 Lesotho 1.91 2008
148 Barbados 0.97 2000
149 Malawi 0.73 1998
150 Guyana 0.27 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