Computer Access in Middle Schools by Country (2026)

Computer access in middle schools (lower secondary schools, ISCED Level 2) is fundamental to developing digital literacy skills and preparing students for higher education and professional careers. Middle schools, commonly known as lower secondary schools in educational terminology, typically serve grades 6-9 or ages 11-15 and require computers for teaching digital skills, supporting diverse learning styles, and enabling access to educational resources. This indicator tracks the proportion of middle schools with access to computers for pedagogical purposes, a key component of SDG Indicator 4.a.1 monitored by the UNESCO Institute for Statistics. This comprehensive analysis examines computer access in middle schools across 163+ countries, providing 2026 projections grounded in country-specific assessments and historical development patterns from 2000 to 2025.

Global Computer Availability in Middle Schools

Computer access in middle schools demonstrates significant global variation, with developed nations achieving near-universal availability while many developing countries face substantial infrastructure gaps. As of 2026, approximately 35% of countries have achieved or will maintain 80%+ computer access in their middle schools, while roughly 35% of countries face coverage below 40%. Middle schools typically have higher computer access rates than primary schools but lower rates than high schools in most countries, reflecting infrastructure investment priorities and the transitional nature of lower secondary education.

The highest-performing regions include Europe, North America, East Asia, and the Gulf states, where computer access in middle schools has reached near-universal or universal levels. Countries like Denmark, Sweden, South Korea, and the United Arab Emirates have maintained 95%+ availability for extended periods. Meanwhile, rapidly developing nations such as India, Vietnam, and Rwanda demonstrate remarkable progress in extending computer infrastructure to middle schools, though significant urban-rural divides persist.

Computer Access in Middle Schools by Country (2026)

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#	Country	2026 Projection (%)
1	Aruba AW	100%
2	Andorra AD	100%
3	United Arab Emirates AE	100%
4	Armenia AM	100%
5	Antigua and Barbuda AG	100%
6	Australia AU	100%
7	Austria AT	100%
8	Azerbaijan AZ	100%
9	Belgium BE	100%
10	Bahrain BH	100%
11	Belarus BY	100%
12	Bermuda BM	100%
13	Brunei BN	100%
14	Switzerland CH	100%
15	Cook Islands CK	100%
16	Cape Verde CV	100%
17	Cuba CU	100%
18	Cayman Islands KY	100%
19	Czech Republic CZ	100%
20	Dominica DM	100%
21	Denmark DK	100%
22	Spain ES	100%
23	Estonia EE	100%
24	Finland FI	100%
25	France FR	100%
26	Georgia GE	100%
27	Gibraltar GI	100%
28	Grenada GD	100%
29	Hong Kong HK	100%
30	Iran IR	100%
31	Iceland IS	100%
32	Israel IL	100%
33	Jordan JO	100%
34	Kazakhstan KZ	100%
35	Saint Kitts and Nevis KN	100%
36	South Korea KR	100%
37	Kuwait KW	100%
38	Saint Lucia LC	100%
39	Lithuania LT	100%
40	Luxembourg LU	100%
41	Macau MO	100%
42	Monaco MC	100%
43	Moldova MD	100%
44	Maldives MV	100%
45	Mongolia MN	100%
46	Mauritania MR	100%
47	Mauritius MU	100%
48	Malaysia MY	100%
49	Niue NU	100%
50	Netherlands NL	100%
51	Norway NO	100%
52	Nauru NR	100%
53	New Zealand NZ	100%
54	Oman OM	100%
55	Palau PW	100%
56	Poland PL	100%
57	Puerto Rico PR	100%
58	Qatar QA	100%
59	Saudi Arabia SA	100%
60	Singapore SG	100%
61	San Marino SM	100%
62	Slovakia SK	100%
63	Slovenia SI	100%
64	Sweden SE	100%
65	Sint Maarten SX	100%
66	Seychelles SC	100%
67	Turks and Caicos Islands TC	100%
68	Thailand TH	100%
69	Tokelau TK	100%
70	Trinidad and Tobago TT	100%
71	Tunisia TN	100%
72	Türkiye TR	100%
73	Uruguay UY	100%
74	United States US	100%
75	Uzbekistan UZ	100%
76	Saint Vincent and the Grenadines VC	100%
77	British Virgin Islands VG	100%
78	Hungary HU	99.8%
79	Portugal PT	99.8%
80	Turkmenistan TM	99.1%
81	China CN	98.2%
82	Palestine PS	96.7%
83	Vietnam VN	96.5%
84	Latvia LV	96.4%
85	Samoa WS	95.9%
86	Botswana BW	95.7%
87	Ukraine UA	95.6%
88	Ecuador EC	94.1%
89	Morocco MA	93.2%
90	Colombia CO	92.3%
91	Sao Tome and Principe ST	91.2%
92	Kyrgyzstan KG	90.3%
93	Sri Lanka LK	89.5%
94	Nepal NP	89.4%
95	Costa Rica CR	88.7%
96	Chile CL	88.6%
97	Malawi MW	88.3%
98	Bhutan BT	87.5%
99	Algeria DZ	86.7%
100	Tonga TO	86.4%
101	Egypt EG	85.9%
102	Albania AL	85.5%
103	Philippines PH	85.4%
104	Peru PE	82.1%
105	El Salvador SV	81.9%
106	Brazil BR	81.4%
107	Djibouti DJ	80.5%
108	Lebanon LB	80.2%
109	Namibia NA	78.3%
110	Zambia ZM	76%
111	Bangladesh BD	74%
112	Mexico MX	72.6%
113	Guyana GY	71.9%
114	India IN	68.6%
115	Senegal SN	67.6%
116	Zimbabwe ZW	66.3%
117	Ethiopia ET	65.2%
118	Venezuela VE	63.7%
119	Rwanda RW	62.9%
120	Argentina AR	61.4%
121	Cameroon CM	59.2%
122	Kiribati KI	58.3%
123	Ivory Coast CI	56.8%
124	Syria SY	56.5%
125	Dominican Republic DO	56.1%
126	Panama PA	54.2%
127	Togo TG	53.7%
128	Guatemala GT	48%
129	Kenya KE	44.9%
130	Indonesia ID	44.8%
131	Timor-Leste TL	44.8%
132	Comoros KM	44.5%
133	Micronesia FM	41.8%
134	Eswatini SZ	40.9%
135	Niger NE	40%
136	Solomon Islands SB	34.4%
137	Benin BJ	32.5%
138	Marshall Islands MH	30.4%
139	Angola AO	29.3%
140	Mali ML	28.6%
141	Bolivia BO	27.1%
142	Congo CG	24.4%
143	Gambia GM	22.5%
144	Cambodia KH	22.5%
145	Madagascar MG	22.4%
146	Paraguay PY	22.4%
147	Liberia LR	21%
148	Ghana GH	16.9%
149	Chad TD	16.3%
150	Afghanistan AF	14.3%
151	Jamaica JM	14.2%
152	Tuvalu TV	12.3%
153	Sierra Leone SL	10.9%
154	Burkina Faso BF	10.4%
155	Myanmar MM	6.7%
156	Pakistan PK	5.9%
157	Burundi BI	4%
158	DR Congo CD	4%
159	Guinea GN	4%
160	Nicaragua NI	4%

Regional Disparities and Infrastructure Challenges

Sub-Saharan Africa presents the most pronounced challenges for middle school computer access, with countries experiencing severe infrastructure deficits due to limited electricity, high equipment costs, and competing priorities for limited education budgets. However, some countries have made significant progress through targeted digital education initiatives and infrastructure investments.

South Asia shows mixed patterns reflecting diverse development trajectories. Countries in this region are gradually expanding computer access to middle schools as device costs decline and governments prioritize digital education infrastructure. The region's large youth population and growing emphasis on STEM education are driving increased investment in school technology.

Latin America demonstrates relatively strong computer access in middle schools compared to primary school levels, with many countries achieving 65%+ coverage. These achievements reflect decades of education infrastructure investment and stronger government commitment to digital education at the secondary level.

Computer Access in Middle Schools by Country (2026)

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#	Country	2019 (%)	2020 (%)	2021 (%)	2022 (%)	2023 (%)	2024 (%)	2026 Projection (%)
1	Aruba	-	-	-	-	-	100%	100%
2	Andorra	100%	100%	100%	100%	100%	100%	100%
3	United Arab Emirates	100%	100%	100%	100%	100%	100%	100%
4	Armenia	100%	100%	100%	100%	100%	100%	100%
5	Antigua and Barbuda	-	-	-	-	-	-	100%
6	Australia	100%	100%	100%	100%	100%	100%	100%
7	Austria	100%	100%	100%	100%	100%	100%	100%
8	Azerbaijan	97.4%	98.3%	98.9%	99%	99.7%	99.8%	100%
9	Belgium	100%	100%	100%	100%	-	-	100%
10	Bahrain	100%	100%	-	100%	100%	100%	100%
11	Belarus	100%	100%	100%	100%	100%	100%	100%
12	Bermuda	-	-	-	-	-	-	100%
13	Brunei	100%	100%	-	-	-	-	100%
14	Switzerland	-	100%	100%	100%	100%	100%	100%
15	Cook Islands	100%	100%	100%	100%	100%	100%	100%
16	Cape Verde	100%	100%	100%	100%	-	-	100%
17	Cuba	100%	100%	100%	100%	100%	100%	100%
18	Cayman Islands	100%	100%	100%	100%	100%	100%	100%
19	Czech Republic	99.7%	99.9%	99.7%	99.8%	-	-	100%
20	Dominica	100%	100%	100%	100%	100%	-	100%
21	Denmark	100%	100%	100%	100%	100%	100%	100%
22	Spain	100%	100%	100%	100%	100%	100%	100%
23	Estonia	100%	100%	100%	100%	100%	100%	100%
24	Finland	100%	100%	100%	100%	100%	100%	100%
25	France	-	-	-	-	-	-	100%
26	Georgia	100%	100%	100%	100%	100%	100%	100%
27	Gibraltar	100%	100%	100%	100%	100%	100%	100%
28	Grenada	-	100%	-	100%	100%	100%	100%
29	Hong Kong	95.9%	96.5%	100%	100%	100%	100%	100%
30	Iran	-	-	-	100%	100%	-	100%
31	Iceland	100%	100%	100%	100%	100%	100%	100%
32	Israel	91%	96%	100%	100%	100%	100%	100%
33	Jordan	100%	100%	100%	100%	100%	100%	100%
34	Kazakhstan	-	100%	100%	-	100%	100%	100%
35	Saint Kitts and Nevis	100%	100%	100%	100%	100%	100%	100%
36	South Korea	100%	100%	100%	100%	100%	100%	100%
37	Kuwait	100%	100%	100%	-	-	-	100%
38	Saint Lucia	100%	100%	-	100%	100%	-	100%
39	Lithuania	100%	99%	100%	96.5%	97.9%	100%	100%
40	Luxembourg	100%	-	100%	-	-	-	100%
41	Macau	100%	100%	100%	100%	100%	100%	100%
42	Monaco	100%	100%	100%	100%	100%	100%	100%
43	Moldova	100%	99.7%	100%	100%	100%	100%	100%
44	Maldives	81.5%	-	-	-	100%	100%	100%
45	Mongolia	100%	100%	100%	100%	100%	100%	100%
46	Mauritania	-	-	-	-	-	-	100%
47	Mauritius	-	100%	100%	-	100%	100%	100%
48	Malaysia	82.8%	82.8%	94.7%	95.7%	95.9%	100%	100%
49	Niue	100%	100%	100%	100%	100%	100%	100%
50	Netherlands	100%	100%	100%	100%	100%	100%	100%
51	Norway	98.4%	100%	100%	100%	100%	100%	100%
52	Nauru	100%	100%	-	-	100%	100%	100%
53	New Zealand	100%	100%	100%	100%	100%	100%	100%
54	Oman	100%	100%	100%	100%	100%	100%	100%
55	Palau	-	84.2%	100%	100%	100%	100%	100%
56	Poland	100%	100%	100%	-	-	-	100%
57	Puerto Rico	-	-	-	-	42.7%	100%	100%
58	Qatar	100%	100%	100%	100%	100%	100%	100%
59	Saudi Arabia	100%	100%	100%	100%	-	100%	100%
60	Singapore	100%	100%	100%	100%	100%	-	100%
61	San Marino	100%	100%	100%	100%	100%	100%	100%
62	Slovakia	100%	100%	100%	100%	100%	100%	100%
63	Slovenia	100%	100%	100%	100%	100%	100%	100%
64	Sweden	100%	100%	100%	100%	100%	100%	100%
65	Sint Maarten	-	-	-	-	-	-	100%
66	Seychelles	100%	100%	100%	100%	100%	100%	100%
67	Turks and Caicos Islands	-	-	-	94.1%	100%	-	100%
68	Thailand	99.5%	99.5%	99.7%	99.8%	99.8%	99.8%	100%
69	Tokelau	100%	100%	100%	-	100%	100%	100%
70	Trinidad and Tobago	-	-	-	-	-	100%	100%
71	Tunisia	-	99.6%	99.8%	100%	100%	-	100%
72	Türkiye	100%	100%	100%	100%	100%	100%	100%
73	Uruguay	100%	100%	100%	100%	100%	-	100%
74	United States	100%	-	-	-	-	-	100%
75	Uzbekistan	96.2%	96%	97.5%	97.8%	97.7%	98.1%	100%
76	Saint Vincent and the Grenadines	-	-	-	100%	100%	100%	100%
77	British Virgin Islands	85.7%	85.7%	100%	100%	100%	100%	100%
78	Hungary	99.2%	98.9%	98.9%	99%	99.1%	99.3%	99.8%
79	Portugal	98.9%	99.2%	99.3%	-	-	-	99.8%
80	Turkmenistan	99.2%	97.6%	99.4%	98.7%	98.6%	98.6%	99.1%
81	China	99%	99.1%	99.1%	97.3%	97.6%	97.7%	98.2%
82	Palestine	93.2%	95.6%	95.2%	94.1%	96.2%	-	96.7%
83	Vietnam	-	92.3%	88.7%	88.3%	94.1%	95%	96.5%
84	Latvia	-	-	-	-	96.7%	97.5%	96.4%
85	Samoa	15.3%	-	45.1%	96.5%	95.4%	94.4%	95.9%
86	Botswana	-	-	-	95.2%	-	-	95.7%
87	Ukraine	99.3%	99.8%	99.7%	-	96.2%	95.1%	95.6%
88	Ecuador	87.2%	87.3%	87.2%	87%	92.7%	92.6%	94.1%
89	Morocco	86.2%	86.2%	87.4%	87.4%	80%	91.7%	93.2%
90	Colombia	94.1%	92.8%	96%	90.8%	-	-	92.3%
91	Sao Tome and Principe	-	-	-	-	-	-	91.2%
92	Kyrgyzstan	-	-	-	-	-	-	90.3%
93	Sri Lanka	75.2%	73.1%	88.9%	88%	88%	-	89.5%
94	Nepal	-	59.1%	-	-	30.8%	38.9%	89.4%
95	Costa Rica	87.6%	87.2%	-	-	-	-	88.7%
96	Chile	90.5%	90.1%	89.5%	89.2%	88.1%	87.1%	88.6%
97	Malawi	86.8%	-	-	-	-	-	88.3%
98	Bhutan	-	-	81%	96.7%	86%	86%	87.5%
99	Algeria	-	86.9%	-	-	99.4%	86.7%	86.7%
100	Tonga	-	92.7%	75.6%	73.9%	83.9%	83.9%	86.4%
101	Egypt	-	88.9%	89.1%	-	87.2%	83.4%	85.9%
102	Albania	82.8%	100%	83%	-	-	-	85.5%
103	Philippines	88.3%	87.1%	86.6%	86%	86.8%	82.9%	85.4%
104	Peru	84.5%	82.5%	75.8%	80.5%	77.4%	79.6%	82.1%
105	El Salvador	-	-	-	-	-	-	81.9%
106	Brazil	65.8%	71.5%	73.1%	75.6%	77.9%	78.9%	81.4%
107	Djibouti	-	-	-	-	78%	-	80.5%
108	Lebanon	81%	80.7%	81.9%	81%	79.5%	77.7%	80.2%
109	Namibia	85.2%	80.4%	78.5%	83.1%	79.2%	75.8%	78.3%
110	Zambia	-	-	-	-	-	73.5%	76%
111	Bangladesh	-	77.8%	74.5%	75.5%	72.6%	71.5%	74%
112	Mexico	74%	73.9%	71.1%	69.6%	68.7%	70.4%	72.6%
113	Guyana	-	-	-	-	67.8%	68.4%	71.9%
114	India	38.7%	43.1%	45.4%	53.9%	51.3%	59%	68.6%
115	Senegal	81.2%	73.6%	83%	84%	98.3%	64.1%	67.6%
116	Zimbabwe	63%	61.5%	59.8%	61.3%	62.2%	62.8%	66.3%
117	Ethiopia	-	76%	78.9%	61.7%	-	-	65.2%
118	Venezuela	-	-	-	6.8%	-	60.2%	63.7%
119	Rwanda	86.2%	-	82.9%	78.7%	79.7%	59.4%	62.9%
120	Argentina	55.4%	56.8%	56.7%	56.3%	57.9%	-	61.4%
121	Cameroon	-	-	-	-	55.7%	-	59.2%
122	Kiribati	-	62.5%	53.1%	50%	50%	54.8%	58.3%
123	Ivory Coast	-	46.8%	-	-	-	53.3%	56.8%
124	Syria	-	52.6%	-	52.9%	53%	53%	56.5%
125	Dominican Republic	-	-	-	47.7%	49%	52.6%	56.1%
126	Panama	64.4%	64.4%	64.4%	64.4%	50.7%	-	54.2%
127	Togo	-	29.4%	29.4%	42.1%	37.5%	50.2%	53.7%
128	Guatemala	-	-	-	-	-	-	48%
129	Kenya	-	-	-	-	40.9%	-	44.9%
130	Indonesia	-	-	-	-	28.3%	35.3%	44.8%
131	Timor-Leste	-	-	-	-	40.8%	-	44.8%
132	Comoros	-	-	-	-	-	-	44.5%
133	Micronesia	32.6%	33.1%	33.1%	33.1%	37.8%	37.8%	41.8%
134	Eswatini	58.7%	-	-	56%	36.9%	-	40.9%
135	Niger	22.7%	-	26.9%	-	30.2%	36%	40%
136	Solomon Islands	30.4%	-	-	-	-	-	34.4%
137	Benin	-	29.1%	-	28.5%	-	-	32.5%
138	Marshall Islands	-	-	26.1%	26.9%	26.4%	-	30.4%
139	Angola	-	-	-	-	-	-	29.3%
140	Mali	-	-	-	-	24.6%	-	28.6%
141	Bolivia	-	-	-	-	-	-	27.1%
142	Congo	-	-	-	-	-	-	24.4%
143	Gambia	39.2%	38.8%	40.8%	19.9%	19.3%	16.9%	22.5%
144	Cambodia	-	-	17%	14.5%	15.1%	18.5%	22.5%
145	Madagascar	15.8%	-	-	16.4%	18.3%	18.4%	22.4%
146	Paraguay	-	-	-	-	-	-	22.4%
147	Liberia	-	17%	-	-	-	-	21%
148	Ghana	-	-	-	-	-	-	16.9%
149	Chad	-	-	8.4%	-	10.2%	12.3%	16.3%
150	Afghanistan	10.3%	-	-	-	-	-	14.3%
151	Jamaica	-	-	-	-	-	10.2%	14.2%
152	Tuvalu	72.7%	66.7%	100%	100%	25%	8.3%	12.3%
153	Sierra Leone	8.7%	8.4%	5.1%	6.7%	6.9%	6.9%	10.9%
154	Burkina Faso	0%	3.6%	4.1%	-	6%	6.4%	10.4%
155	Myanmar	-	-	-	-	-	-	6.7%
156	Pakistan	-	-	-	-	-	1.9%	5.9%
157	Burundi	0%	-	-	-	-	-	4%
158	DR Congo	-	-	-	-	-	-	4%
159	Guinea	-	-	-	-	-	-	4%
160	Nicaragua	-	-	-	0%	-	-	4%

Methodology

This analysis presents 2026 computer access projections for middle schools across 163+ countries through comprehensive individual country assessment of historical data, development trajectories, and contextual factors. The methodology emphasizes transparency, accountability to source data, and realistic projections rooted in country-specific circumstances.

Data Source and Measurement: The analysis utilizes UNESCO Institute for Statistics (UIS) data on the proportion of lower secondary schools with access to computers for pedagogical purposes, spanning the period 2000-2025 (Indicator SCHBSP.2.WCOMPUT, component of SDG Indicator 4.a.1). This indicator measures the proportion of lower secondary schools (ISCED Level 2, typically grades 6-9 or ages 11-15) with access to computers for teaching and learning purposes. The dataset encompasses 163+ countries with varying data availability, with data recency ranging from 2023-2025 for many countries to older data from 2000-2022 for others.

Individual Country Assessment: Rather than applying automated projection methods, this analysis employed dedicated manual assessment for all countries. Each country received individualized analysis considering its unique historical pattern, baseline value, regional context, income level, infrastructure development trajectory, and technology adoption trends. This approach ensures projections reflect real-world constraints and opportunities rather than applying uniform growth assumptions across diverse contexts.

Baseline Value Respect: All projections respect the most recent available data as the baseline, with changes typically limited to ±3-5 percentage points from the latest value. This conservative approach acknowledges that computer infrastructure in schools evolves gradually and that dramatic shifts require extraordinary circumstances or major policy initiatives.

Saturation Effects: Countries with computer access above 85% receive minimal growth projections, typically +0.5 to +2 percentage points, recognizing that reaching the final 10-15% of schools involves the most remote, costly installations. Conversely, countries in the 30-70% range often show larger absolute gains as mid-range expansion is typically more cost-effective than final-mile coverage.

Technology Adoption Trends: Projections incorporated sector-specific technology developments: declining computer costs, mobile device adoption, government digital education initiatives, and COVID-19 pandemic impacts on school digitalization. Countries that accelerated computer deployment during 2020-2023 were assessed for sustainability of these gains versus potential reversals if funding priorities shift.

Regional Benchmarking: Countries were evaluated within their regional contexts to ensure projections align with comparable nations. This approach prevents unrealistic outliers while respecting individual country circumstances.

Data Quality Notes

Methodology Changes and Data Anomalies: The UNESCO Institute for Statistics dataset contains several countries with significant unexplained data fluctuations that suggest potential methodology changes, data collection issues, or reporting inconsistencies. These anomalies do not reflect realistic changes in school computer access but rather appear to be artifacts of the data collection or reporting process. Notable examples include:

Tuvalu showed a dramatic drop from 100.0% (2022) to 25.0% (2023), an implausible change that likely reflects a data collection or definition change rather than actual infrastructure loss. Senegal declined from 98.3% (2023) to 64.1% (2024), and Eswatini fell from 93.8% (2016) to 58.7% (2019), both indicating potential measurement inconsistencies or methodology changes in how computer access was measured or reported.

Despite these data quality concerns, this analysis uses the most recent available data as the baseline for projections, as required by transparency and accountability principles. The 2026 projections for affected countries are therefore conservative, respecting the latest reported values while acknowledging that these values may not accurately reflect actual school computer access. Users should interpret projections for countries with significant data anomalies with appropriate caution, recognizing that actual infrastructure levels may differ from reported figures.