{"id": 1031245, "name": "Share of students at the end of lower secondary education with minimum reading skills", "unit": "%", "createdAt": "2025-05-14T12:38:07.000Z", "updatedAt": "2026-01-22T09:14:03.000Z", "coverage": "", "timespan": "2000-2022", "datasetId": 7076, "shortUnit": "%", "columnOrder": 0, "shortName": "proportion_of_students_at_the_end_of_lower_secondary_education_achieving_at_least_a_minimum_proficiency_level_in_reading__both_sexes__pct__read_lowersec", "catalogPath": "grapher/unesco/2025-05-01/education_sdgs/education_sdgs#proportion_of_students_at_the_end_of_lower_secondary_education_achieving_at_least_a_minimum_proficiency_level_in_reading__both_sexes__pct__read_lowersec", "descriptionShort": "Percentage of students at [lower secondary](#dod:lower-secondary-education) school age meeting minimum reading proficiency by the end of [lower secondary](#dod:lower-secondary-education) education. This data omits children who don't attend school.", "descriptionFromProducer": "Percentage of children at the end of lower secondary education reaching at least a minimum proficiency level in reading. A minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. The indicator is calculated as the number of children and/or young people at the relevant stage of education n in a given year t achieving or exceeding the pre-defined proficiency level in a given subject s, expressed as a percentage of the total number of children and/or young people at stage of education n, in year t, in any proficiency level in subject s. The higher the value of the indicator, the higher the proportion of children or young adults who have acquired the minimum level of meaningful competencies. Data are calculated by the UNESCO Institute for Statistics from sources that include the Programme for International Student Assessment (PISA), Programme for International Student Assessment for Development (PISA-D), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), El Laboratorio Latino americano de Evaluaci\u00f3n de la Calidad de la Educaci\u00f3n (LLECE), Programme d\u2019analyse des syst\u00e8mes \u00e9ducatifs de la confemen (PASEC), Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ), Pacific Islands Literacy and Numeracy Assessment (PILNA), national assessments data collected through the Catalogue of Learning Assessments (CLA) and/or available in national reports, and population-based assessments (Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA), UNICEF Multiple Indicator Cluster Surveys (MICS), People\u2019s Action for Learning (PAL) NETWORK: e.g. Annual Status of Education Report (ASER), UWEZO, etc.)). For more information, consult the UNESCO Institute for Statistics: http://uis.unesco.org/", "type": "float", "grapherConfigIdETL": "019759d8-e6d5-7abd-842e-75faef300197", "dataChecksum": "14790209930031939959", "metadataChecksum": "-6812704735176597606", "datasetName": "UNESCO Institute for Statistics (UIS) - Education (SDGs)", "updatePeriodDays": 365, "datasetVersion": "2025-05-01", "nonRedistributable": false, "display": {"name": "Students - lower secondary reading", "unit": "%", "shortUnit": "%", "tolerance": 10, "numDecimalPlaces": 1}, "schemaVersion": 2, "processingLevel": "minor", "presentation": {"titlePublic": "Share of students achieving minimum reading proficiency by the end of lower secondary education", "topicTagsLinks": ["Global Education"]}, "descriptionKey": ["This indicator measures the share of children or students who achieve minimum proficiency in reading or mathematics by the end of a given education level (primary or lower secondary).", "Minimum proficiency in [reading](#dod:reading-proficiency) and [mathematics](#dod:math-proficiency) is defined differently at each education level.", "At the end of **[primary education](#dod:primary-education)**, minimum reading proficiency means students can identify key ideas in simple texts and connect them to their own experiences. In mathematics, it means demonstrating number sense and computation, basic measurement, interpreting simple graphs, spatial orientation, and number patterns.", "At the end of **[lower secondary](#dod:lower-secondary-education)**, minimum reading proficiency means students can connect ideas across different types of texts, understand the author\u2019s intent, and draw conclusions based on the text. In mathematics, it means applying computation skills, solving real-world problems, interpreting graphs and tables, and using algebraic representations.", "There are two types of estimates: one for all children in the age group, and one for students who are enrolled in school.", "Estimates for all children adjust for school completion and enrollment, offering a full population-level view \u2014 including those who dropped out or were never enrolled.", "Estimates for students reflect outcomes only among those still in school at the end of the education cycle.", "Data comes from international assessments such as [TIMSS, PIRLS](https://timssandpirls.bc.edu/), or [PISA](https://www.oecd.org/en/about/programmes/pisa.html), combined with completion and enrollment data from surveys or statistical models."], "dimensions": {"years": {"values": [{"id": 2000}, {"id": 2009}, {"id": 2012}, {"id": 2015}, {"id": 2018}, {"id": 2022}, {"id": 2006}, {"id": 2003}, {"id": 2017}, {"id": 2001}, {"id": 2002}, {"id": 2004}, {"id": 2005}, {"id": 2007}, {"id": 2008}, {"id": 2010}, {"id": 2011}, {"id": 2013}, {"id": 2014}, {"id": 2016}, {"id": 2019}]}, "entities": {"values": [{"id": 16, "name": "Albania", "code": "ALB"}, {"id": 17, "name": "Algeria", "code": "DZA"}, {"id": 21, "name": "Argentina", "code": "ARG"}, {"id": 23, "name": "Australia", "code": "AUS"}, {"id": 24, "name": "Austria", "code": "AUT"}, {"id": 25, "name": "Azerbaijan", "code": "AZE"}, {"id": 30, "name": "Belarus", "code": "BLR"}, {"id": 4, "name": "Belgium", "code": "BEL"}, {"id": 35, "name": "Bosnia and Herzegovina", "code": "BIH"}, {"id": 37, "name": "Brazil", "code": "BRA"}, {"id": 38, "name": "Brunei", "code": "BRN"}, {"id": 39, "name": "Bulgaria", "code": "BGR"}, {"id": 42, "name": "Cambodia", "code": "KHM"}, {"id": 44, "name": "Canada", "code": "CAN"}, {"id": 172, "name": "Chile", "code": "CHL"}, {"id": 170, "name": "Colombia", "code": "COL"}, {"id": 166, "name": "Costa Rica", "code": "CRI"}, {"id": 165, "name": "Croatia", "code": "HRV"}, {"id": 163, "name": "Cyprus", "code": "CYP"}, {"id": 162, "name": "Czechia", "code": "CZE"}, {"id": 161, "name": "Denmark", "code": "DNK"}, {"id": 160, "name": "Dominican Republic", "code": "DOM"}, {"id": 369117, "name": "Eastern and South-Eastern Asia (SDG)", "code": null}, {"id": 201, "name": "Ecuador", "code": "ECU"}, {"id": 259, "name": "El Salvador", "code": "SLV"}, {"id": 156, "name": "Estonia", "code": "EST"}, {"id": 369110, "name": "Europe and Northern America (SDG)", "code": null}, {"id": 155, "name": "Finland", "code": "FIN"}, {"id": 3, "name": "France", "code": "FRA"}, {"id": 152, "name": "Georgia", "code": "GEO"}, {"id": 6, "name": "Germany", "code": "DEU"}, {"id": 149, "name": "Greece", "code": "GRC"}, {"id": 148, "name": "Guatemala", "code": "GTM"}, {"id": 457, "name": "High-income countries", "code": "OWID_HIC"}, {"id": 139, "name": "Honduras", "code": "HND"}, {"id": 144, "name": "Hong Kong", "code": "HKG"}, {"id": 138, "name": "Hungary", "code": "HUN"}, {"id": 207, "name": "Iceland", "code": "ISL"}, {"id": 136, "name": "Indonesia", "code": "IDN"}, {"id": 2, "name": "Ireland", "code": "IRL"}, {"id": 133, "name": "Israel", "code": "ISR"}, {"id": 8, "name": "Italy", "code": "ITA"}, {"id": 132, "name": "Jamaica", "code": "JAM"}, {"id": 14, "name": "Japan", "code": "JPN"}, {"id": 130, "name": "Jordan", "code": "JOR"}, {"id": 131, "name": "Kazakhstan", "code": "KAZ"}, {"id": 126, "name": "Kyrgyzstan", "code": "KGZ"}, {"id": 367453, "name": "Latin America and the Caribbean (SDG)", "code": null}, {"id": 122, "name": "Latvia", "code": "LVA"}, {"id": 124, "name": "Lebanon", "code": "LBN"}, {"id": 209, "name": "Liechtenstein", "code": "LIE"}, {"id": 119, "name": "Lithuania", "code": "LTU"}, {"id": 210, "name": "Luxembourg", "code": "LUX"}, {"id": 262, "name": "Macao", "code": "MAC"}, {"id": 116, "name": "Malaysia", "code": "MYS"}, {"id": 212, "name": "Malta", "code": "MLT"}, {"id": 213, "name": "Mauritius", "code": "MUS"}, {"id": 113, "name": "Mexico", "code": "MEX"}, {"id": 111, "name": "Moldova", "code": "MDA"}, {"id": 112, "name": "Mongolia", "code": "MNG"}, {"id": 215, "name": "Montenegro", "code": "MNE"}, {"id": 110, "name": "Morocco", "code": "MAR"}, {"id": 5, "name": "Netherlands", "code": "NLD"}, {"id": 106, "name": "New Zealand", "code": "NZL"}, {"id": 66, "name": "North Macedonia", "code": "MKD"}, {"id": 369111, "name": "Northern Africa and Western Asia (SDG)", "code": null}, {"id": 102, "name": "Norway", "code": "NOR"}, {"id": 140, "name": "Palestine", "code": "PSE"}, {"id": 100, "name": "Panama", "code": "PAN"}, {"id": 98, "name": "Paraguay", "code": "PRY"}, {"id": 97, "name": "Peru", "code": "PER"}, {"id": 96, "name": "Philippines", "code": "PHL"}, {"id": 11, "name": "Poland", "code": "POL"}, {"id": 95, "name": "Portugal", "code": "PRT"}, {"id": 226, "name": "Qatar", "code": "QAT"}, {"id": 92, "name": "Romania", "code": "ROU"}, {"id": 12, "name": "Russia", "code": "RUS"}, {"id": 90, "name": "Saudi Arabia", "code": "SAU"}, {"id": 89, "name": "Senegal", "code": "SEN"}, {"id": 88, "name": "Serbia", "code": "SRB"}, {"id": 86, "name": "Singapore", "code": "SGP"}, {"id": 85, "name": "Slovakia", "code": "SVK"}, {"id": 83, "name": "Slovenia", "code": "SVN"}, {"id": 127, "name": "South Korea", "code": "KOR"}, {"id": 9, "name": "Spain", "code": "ESP"}, {"id": 10, "name": "Sweden", "code": "SWE"}, {"id": 7, "name": "Switzerland", "code": "CHE"}, {"id": 75, "name": "Thailand", "code": "THA"}, {"id": 73, "name": "Trinidad and Tobago", "code": "TTO"}, {"id": 71, "name": "Tunisia", "code": "TUN"}, {"id": 70, "name": "Turkey", "code": "TUR"}, {"id": 67, "name": "Ukraine", "code": "UKR"}, {"id": 72, "name": "United Arab Emirates", "code": "ARE"}, {"id": 1, "name": "United Kingdom", "code": "GBR"}, {"id": 13, "name": "United States", "code": "USA"}, {"id": 459, "name": "Upper-middle-income countries", "code": "OWID_UMC"}, {"id": 63, "name": "Uruguay", "code": "URY"}, {"id": 62, "name": "Uzbekistan", "code": "UZB"}, {"id": 84, "name": "Vietnam", "code": "VNM"}, {"id": 355, "name": "World", "code": "OWID_WRL"}, {"id": 60, "name": "Zambia", "code": "ZMB"}]}}, "origins": [{"id": 3521, "titleSnapshot": "UNESCO Institute for Statistics (UIS) - Education (SDGs)", "title": "UNESCO Institute for Statistics (UIS) - Education", "descriptionSnapshot": "This snapshot is for the SDG Global and Thematic Indicators dataset.", "description": "The UNESCO Institute for Statistics (UIS) is the official and trusted source of internationally-comparable data on education, science, culture and communication. As the official statistical agency of UNESCO, the UIS produces a wide range of state-of-the-art databases to fuel the policies and investments needed to transform lives and propel the world towards its development goals. The UIS provides free access to data for all UNESCO countries and regional groupings from 1970 to the most recent year available.", "producer": "UNESCO Institute for Statistics", "citationFull": "UNESCO Institute for Statistics (UIS), Education, https://uis.unesco.org/bdds, 2025", "attributionShort": "UIS", "urlMain": "https://databrowser.uis.unesco.org/resources/bulk", "urlDownload": "https://uis.unesco.org/sites/default/files/documents/bdds/022025/SDG.zip", "dateAccessed": "2025-05-01", "datePublished": "2025-02-01", "license": {"url": "https://databrowser.uis.unesco.org/terms-and-conditions", "name": "CC BY 3.0 IGO"}}]}