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 Uzbekistan 62.51 2016
2 Russia 61.93 2010
3 Kazakhstan 52.38 2009
4 Belarus 51.66 2009
5 United Arab Emirates 50.66 2017
6 Canada 47.67 2011
7 Israel 47.07 2015
8 Singapore 46.70 2018
9 United States 45.17 2018
10 United Kingdom 44.09 2017
11 Armenia 43.52 2017
12 Australia 43.27 2018
13 Korea 40.30 2015
14 Estonia 40.29 2018
15 Switzerland 38.98 2018
16 Cayman Islands 38.17 2015
17 Ukraine 38.14 2001
18 Norway 38.03 2017
19 Cyprus 37.79 2018
20 Denmark 37.12 2018
21 Ireland 36.66 2017
22 Finland 35.25 2017
23 Belgium 35.12 2017
24 Lithuania 34.54 2017
25 Japan 34.40 2010
26 Venezuela 34.29 2016
27 Luxembourg 34.28 2015
28 Georgia 34.06 2017
29 Palau 33.95 2013
30 Moldova 33.51 2018
31 Latvia 33.07 2018
32 Netherlands 33.04 2018
33 Sweden 32.82 2017
34 New Zealand 32.31 2016
35 Saudi Arabia 31.48 2017
36 Spain 31.11 2018
37 France 30.13 2017
38 Iceland 28.92 2005
39 Austria 28.43 2017
40 Slovenia 28.18 2017
41 Philippines 26.59 2013
42 Puerto Rico 26.28 2017
43 Germany 25.74 2018
44 Azerbaijan 25.43 2017
45 Poland 25.03 2016
46 Bulgaria 24.71 2017
47 Bolivia 24.01 2015
48 Bahrain 23.93 2016
49 Macao SAR, China 23.86 2016
50 Iran 23.06 2016
51 Hong Kong SAR, China 22.91 2017
52 The Bahamas 22.89 2010
53 Tajikistan 22.75 2017
54 Costa Rica 22.23 2018
55 Malta 22.12 2018
56 Chile 22.04 2017
57 Dominican Republic 21.97 2016
58 Peru 21.91 2018
59 Hungary 21.40 2016
60 Panama 21.36 2010
61 Trinidad and Tobago 21.26 2011
62 Colombia 21.25 2018
63 Greece 21.20 2016
64 Andorra 21.05 2016
65 Czech Republic 20.95 2017
66 Slovak Republic 20.89 2017
67 Serbia 20.78 2017
68 Montenegro 19.57 2011
69 Argentina 19.42 2016
70 Turkey 19.09 2017
71 Thailand 19.07 2016
72 Qatar 19.03 2017
73 Malaysia 18.84 2016
74 Portugal 18.69 2018
75 Croatia 18.29 2011
76 Kyrgyz Republic 17.62 2009
77 Nigeria 17.35 2006
78 Brazil 16.54 2018
79 Mexico 16.45 2018
80 Jordan 16.18 2010
81 San Marino 15.76 2018
82 Lebanon 15.36 2007
83 Paraguay 15.22 2018
84 Tunisia 15.16 2016
85 Cuba 15.08 2012
86 Romania 14.68 2017
87 Italy 14.35 2015
88 Oman 14.03 2008
89 Mauritius 13.70 2018
90 Uruguay 13.32 2018
91 Greenland 13.17 2015
92 Albania 12.90 2012
93 Turkmenistan 12.66 1995
94 Mongolia 12.23 2000
95 South Africa 11.83 2017
96 Bosnia and Herzegovina 10.84 2018
97 Iraq 10.74 2013
98 St. Lucia 10.24 2013
99 Bhutan 10.20 2017
100 Indonesia 9.99 2018
101 India 9.89 2011
102 Cabo Verde 9.77 2015
103 Honduras 9.75 2018
104 Bangladesh 9.73 2018
105 Kuwait 9.52 2012
106 Zimbabwe 9.42 2017
107 Dem. Rep. Congo 9.12 2016
108 China 8.81 2010
109 Pakistan 8.65 2017
110 Guatemala 8.53 2014
111 Uganda 8.15 2012
112 Algeria 8.03 2008
113 El Salvador 7.95 2017
114 Seychelles 7.70 2002
115 Vietnam 6.70 2009
116 Syrian Arab Republic 6.25 2009
117 Tonga 6.23 2011
118 Egypt 6.17 2017
119 Belize 5.72 2010
120 Cambodia 5.49 2015
121 Côte d'Ivoire 5.31 2014
122 Fiji 5.17 2017
123 Dominica 5.03 2001
124 Nepal 4.62 2011
125 Rwanda 4.13 2018
126 Sri Lanka 4.06 2016
127 Senegal 4.03 2017
128 Samoa 3.94 2001
129 Suriname 3.91 2004
130 São Tomé and Principe 3.26 2012
131 Ghana 3.13 2010
132 Mali 2.81 2018
133 Guinea 2.81 2010
134 Angola 2.63 2014
135 Togo 2.63 2009
136 Namibia 2.30 2001
137 Kenya 2.18 2009
138 Benin 2.16 2002
139 Myanmar 2.00 1983
140 Mozambique 1.97 2017
141 Tanzania 1.93 2012
142 Lesotho 1.89 2008
143 Niger 1.70 2012
144 Chad 1.69 2009
145 Cameroon 1.44 2010
146 Burundi 1.35 2014
147 Ethiopia 1.09 2011
148 Barbados 1.06 2000
149 Malawi 0.49 1998
150 Guyana 0.20 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