Educational attainment, at least completed short-cycle tertiary, population 25+, total (%) (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 Kazakhstan 73.91 2018
2 Uzbekistan 69.18 2019
3 Belarus 60.69 2019
4 Russia 60.10 2010
5 United Arab Emirates 51.77 2019
6 Canada 49.67 2016
7 Singapore 48.15 2019
8 United States 48.09 2020
9 United Kingdom 47.24 2020
10 Israel 47.07 2015
11 Australia 46.45 2020
12 Armenia 43.32 2020
13 Korea 40.30 2015
14 Switzerland 39.66 2019
15 Estonia 39.50 2020
16 Norway 39.23 2019
17 Iceland 38.73 2020
18 Cyprus 38.63 2020
19 Cayman Islands 38.17 2015
20 Ukraine 38.14 2001
21 Saudi Arabia 37.92 2020
22 Denmark 37.74 2020
23 Netherlands 36.72 2020
24 Ireland 36.66 2017
25 New Zealand 36.64 2020
26 Finland 36.48 2019
27 Belgium 35.80 2019
28 Japan 34.40 2010
29 Venezuela 34.29 2016
30 Luxembourg 34.28 2015
31 Moldova 34.17 2019
32 Mongolia 34.15 2020
33 Sweden 34.03 2019
34 Latvia 33.98 2019
35 Palau 33.95 2013
36 Georgia 33.70 2019
37 Spain 33.44 2020
38 Andorra 32.23 2016
39 France 32.17 2019
40 Bolivia 31.11 2019
41 Lithuania 29.88 2013
42 Austria 29.87 2019
43 Slovenia 28.52 2019
44 Poland 28.24 2020
45 Philippines 28.15 2019
46 Greece 26.81 2020
47 Panama 26.72 2019
48 Puerto Rico 26.28 2017
49 Germany 25.74 2018
50 Azerbaijan 25.40 2019
51 Malta 25.34 2020
52 Hungary 25.00 2020
53 Macao SAR, China 23.86 2016
54 Hong Kong SAR, China 23.46 2019
55 Iran 23.06 2016
56 Slovak Republic 23.03 2019
57 The Bahamas 22.89 2010
58 Tajikistan 22.87 2017
59 Portugal 22.55 2020
60 Colombia 22.54 2020
61 Costa Rica 22.29 2020
62 Chile 22.04 2017
63 Dominican Republic 21.97 2016
64 North Macedonia 21.96 2020
65 Peru 21.91 2018
66 Serbia 21.70 2019
67 Trinidad and Tobago 21.26 2011
68 Czech Republic 21.01 2019
69 Belize 20.97 2020
70 Turkey 20.76 2019
71 Thailand 20.37 2019
72 Malaysia 20.29 2019
73 Montenegro 19.57 2011
74 Bahrain 19.27 2010
75 Mexico 18.77 2020
76 Kuwait 18.51 2018
77 Croatia 18.29 2011
78 Kyrgyz Republic 17.62 2009
79 Nigeria 17.35 2006
80 Qatar 17.12 2010
81 Italy 16.57 2020
82 Brazil 16.54 2018
83 South Africa 16.26 2019
84 Jordan 16.18 2010
85 Paraguay 15.93 2020
86 San Marino 15.76 2018
87 Lebanon 15.36 2007
88 Romania 15.31 2019
89 Cuba 15.08 2012
90 Bangladesh 14.53 2020
91 Sri Lanka 14.11 2009
92 Oman 14.03 2008
93 Ecuador 13.93 2020
94 Uruguay 13.70 2019
95 Vietnam 13.52 2019
96 Greenland 13.50 2019
97 Brunei 13.17 2011
98 Bosnia and Herzegovina 13.12 2020
99 Albania 12.90 2012
100 Turkmenistan 12.66 1995
101 Argentina 11.08 2001
102 Indonesia 11.03 2020
103 Iraq 10.74 2013
104 Bhutan 10.20 2017
105 Honduras 10.04 2019
106 India 9.89 2011
107 Cabo Verde 9.77 2015
108 El Salvador 9.57 2019
109 Zimbabwe 9.42 2017
110 Myanmar 9.35 2019
111 St. Lucia 9.25 2019
112 Dem. Rep. Congo 9.12 2016
113 China 8.81 2010
114 Uganda 8.15 2012
115 Algeria 8.03 2008
116 Seychelles 7.70 2002
117 The Gambia 7.50 2015
118 Syrian Arab Republic 6.25 2009
119 Tonga 6.23 2011
120 Egypt 6.17 2017
121 Cambodia 5.49 2015
122 Mauritius 5.28 2011
123 Fiji 5.17 2017
124 Dominica 5.03 2001
125 Madagascar 4.71 2018
126 Guatemala 4.51 2019
127 Pakistan 4.15 2019
128 Rwanda 4.13 2018
129 Senegal 4.03 2017
130 Suriname 3.91 2004
131 Ghana 3.13 2010
132 Mauritania 2.85 2013
133 Tunisia 2.84 1984
134 Samoa 2.68 1981
135 Burkina Faso 2.68 2018
136 Angola 2.63 2014
137 Togo 2.63 2009
138 Mali 2.37 2020
139 Namibia 2.30 2001
140 Kenya 2.18 2009
141 Benin 2.16 2002
142 Mozambique 1.97 2017
143 Tanzania 1.93 2012
144 Lesotho 1.89 2008
145 Niger 1.70 2012
146 Chad 1.69 2009
147 Burundi 1.64 2017
148 Cameroon 1.44 2010
149 Ethiopia 1.09 2011
150 Sudan 0.80 1983
151 Malawi 0.49 1998
152 Zambia 0.29 1990
153 Guyana 0.20 2002

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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