Electricity Access in High Schools by Country (Upper Secondary) - 2026
Electricity access in high schools varies widely across countries and remains a critical indicator of educational infrastructure quality worldwide. High schools (upper secondary education, ISCED Level 3, typically ages 15-18) require electricity to enable modern teaching methods, digital learning, laboratory work, and safe learning environments. This indicator tracks the proportion of upper secondary schools with access to electricity, part of SDG Indicator 4.a.1 monitored by the UNESCO Institute for Statistics. This comprehensive analysis examines electricity coverage in high schools across 177 countries, providing 2026 projections grounded in country-specific assessments and historical development patterns from 2000 to 2025. Electricity access in upper secondary schools demonstrates substantial global variation, ranging from universal coverage in 105 countries to significant infrastructure deficits in conflict-affected and low-income nations. As of 2026, an estimated 59% of countries have achieved or will maintain 100% electricity access in their high schools, while only 6 countries face coverage below 40%. The data reveals that high school electrification has expanded significantly over the past two decades, driven by national infrastructure programs, international development support, and recognition that electricity is essential for advanced education delivery, particularly for science laboratories, computer labs, and vocational training facilities. The highest-performing regions include Europe, North America, the Gulf states, and East Asia, where universal or near-universal electricity access has been sustained for extended periods. Countries like Germany, Japan, South Korea, and the United Arab Emirates have maintained 100% coverage for over two decades. Meanwhile, rapidly developing nations such as Bangladesh (99.0% to 99.5%), India (96.2% to 97.0%), and Morocco (99.3% to 99.7%) demonstrate remarkable progress, transforming their educational infrastructure through sustained electrification efforts between 2012 and 2026. Sub-Saharan Africa presents the most pronounced challenges, with countries like Chad (13.0%), DR Congo (17.0%), and Burundi (28.0%) experiencing severe electricity access constraints in upper secondary schools. These low coverage rates are associated with infrastructure deficits, ongoing conflicts, limited public investment, and the difficulties of extending electrical grids to rural and remote areas where many high schools are located. However, success stories emerge even within challenging contexts: Rwanda has achieved 93.0% coverage through focused infrastructure development and strong governance, while Malawi reached 88.0% despite being a low-income country. Middle-income countries show diverse trajectories reflecting their unique circumstances. Latin American nations like Brazil (98.8% to 99.2%), Chile (99.8% to 100%), and Peru (96.5% to 97.0%) approach universal coverage, benefiting from decades of infrastructure investment and relatively high urbanization rates. In contrast, some countries have experienced volatility or stagnation. Colombia's coverage fluctuated between 95-98% from 2016 to 2022, while some island nations face geographic challenges despite high income levels. Island nations and small states exhibit varied patterns based on income levels and geographic scale. High-income territories like Aruba, Cayman Islands, and Cook Islands maintain 100% coverage, while lower-income Pacific islands face infrastructure challenges. However, smaller islands like Tonga, Samoa, and Nauru have achieved universal access despite similar geographic constraints, illustrating the impact of targeted investment and manageable scale. This analysis presents 2026 electricity access projections for upper secondary schools across 177 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 upper secondary schools with access to electricity, spanning the period 2000-2025 (Indicator SCHBSP.3.WELEC, component of SDG Indicator 4.a.1). This indicator measures the proportion of upper secondary schools (ISCED Level 3, typically grades 10-12 or ages 15-18) with access to electricity as a fundamental element of educational infrastructure quality. The dataset encompasses 177 countries with varying data availability: some countries possess annual data from 2000-2025, while others have only one or two data points. Data recency varies considerably, with 109 countries having 2024 or 2025 data, while 68 countries have older data ranging from 2009 to 2023. Individual Country Assessment: Rather than applying automated projection methods, this analysis employed dedicated manual assessment for all 177 countries. Each country received individualized analysis considering its unique historical pattern, baseline value, regional context, income level, conflict status, geographic challenges, and infrastructure development trajectory. 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 ±2-3 percentage points from the latest value. This conservative approach acknowledges that electricity infrastructure evolves gradually and that dramatic shifts require extraordinary circumstances. For example, Bangladesh's projection of 99.5% (2026) from 99.0% (2024) reflects a modest +0.5 point increase appropriate for near-saturation levels. Saturation Effects: Countries with coverage above 90% receive minimal growth projections, typically +0.3 to +1.5 percentage points, recognizing that reaching the final 5-10% of schools involves the most remote, costly installations. For example, Morocco (99.3% to 99.7%), Indonesia (99.5% to 99.8%), and Brazil (98.8% to 99.2%) all show modest gains reflecting saturation dynamics. Conversely, countries in the 40-70% range often show larger absolute gains as mid-range expansion is typically more cost-effective than final-mile coverage. Old Data Assessment: For the 68 countries with data older than 2024, projections incorporated development trajectory analysis rather than ignoring the time gap. This involved assessing: (1) the country's income level and typical infrastructure development pace, (2) regional benchmarking against similar countries with recent data, (3) conflict or crisis impacts that might have halted or reversed progress, and (4) sector-specific factors like national electrification programs or education infrastructure initiatives. Regional Benchmarking: Countries were evaluated within their regional contexts to ensure projections align with comparable nations. For instance, Central American countries show convergence toward near-universal coverage, while West African nations reflect the region's persistent infrastructure challenges. This approach prevents unrealistic outliers while respecting individual country circumstances. Conflict and Crisis Impacts: Countries experiencing ongoing conflicts or major crises received conservative projections reflecting infrastructure constraints. Afghanistan (25.0% to 27.0%) shows minimal growth due to deteriorating security since the 2021 Taliban takeover. Chad's slow growth from 13.0% to 15.0% illustrates how prolonged conflict is associated with constraints on even basic infrastructure maintenance and expansion. Income Level and Development Capacity: Projections incorporated countries' economic capacity to fund infrastructure. High-income countries maintaining 100% coverage are projected to sustain universal access. Upper-middle-income countries approaching universal coverage show continued progress. Lower-middle-income countries demonstrate varied trajectories based on governance and priorities. Low-income countries face the slowest progress, reflecting severe resource constraints. Projection Validation: All 177 projections were cross-checked for internal consistency, regional alignment, and plausibility given historical trends. Countries projected to reach 100% had demonstrated clear trajectories toward universal coverage. Countries with modest gains had recent data showing stabilization or slow growth. No country was projected to exceed 100% or fall below 0%, and all changes from baseline were justified by specific country circumstances. Data Limitations: Projections carry inherent uncertainty, particularly for countries with old data (pre-2020) where actual 2026 values may differ significantly from estimates. Methodology changes in data collection can cause apparent jumps or drops unrelated to real infrastructure changes. Conflict, natural disasters, economic crises, or major policy shifts occurring between the latest data and 2026 could substantially alter outcomes.Global Electrification Patterns in High Schools
Electricity Access in High Schools by Country (Upper Secondary) - 2026
Regional Disparities and Development Trajectories
Electricity Access in High Schools by Country (Upper Secondary) - 2026
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100%
100%
2
90.9%
100%
100%
100%
100%
100%
100%
3
100%
100%
100%
100%
100%
100%
100%
4
100%
100%
100%
100%
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100%
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5
98.2%
98.7%
97.8%
92.7%
93%
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100%
6
99.5%
99.5%
99.5%
100%
100%
100%
100%
7
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100%
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100%
8
100%
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100%
100%
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100%
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100%
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11
100%
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100%
12
100%
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100%
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100%
13
-
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100%
14
100%
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100%
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100%
100%
15
-
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100%
16
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100%
17
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100%
18
100%
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100%
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100%
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19
100%
100%
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100%
20
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100%
98.9%
100%
100%
100%
100%
21
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85.3%
98.9%
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100%
22
98.9%
100%
100%
100%
100%
100%
100%
23
99.9%
99.9%
99.8%
99.8%
99.8%
99.7%
100%
24
99.6%
99.6%
96.5%
99.5%
99.5%
99.5%
100%
25
100%
100%
100%
100%
100%
100%
100%
26
100%
100%
100%
100%
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-
100%
27
92.1%
92.2%
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-
-
100%
28
100%
100%
100%
100%
100%
100%
100%
29
-
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100%
30
100%
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31
100%
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-
100%
32
100%
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33
100%
100%
100%
100%
100%
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100%
34
-
-
-
87.2%
92.3%
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100%
35
-
98.8%
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-
100%
99.8%
100%
36
84.9%
85.7%
86.1%
85.9%
93.8%
98.3%
100%
37
100%
100%
100%
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100%
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38
100%
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39
100%
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100%
100%
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40
-
-
97.1%
93.7%
98.3%
100%
100%
41
100%
100%
100%
100%
100%
100%
100%
42
51.4%
-
94.3%
94.3%
92.3%
89.5%
100%
43
100%
100%
100%
98%
100%
100%
100%
44
-
100%
-
100%
100%
100%
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45
-
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100%
76.9%
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46
100%
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100%
100%
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47
-
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100%
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100%
48
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49
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50
-
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100%
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52
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53
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54
100%
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55
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96.4%
99.5%
99.3%
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56
-
94.7%
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57
100%
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58
100%
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59
100%
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100%
60
95.1%
96.4%
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99.9%
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100%
61
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62
100%
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64
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65
100%
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100%
66
100%
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100%
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67
85.1%
86.6%
86.2%
86.3%
86.7%
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68
100%
94.4%
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100%
69
100%
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70
-
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71
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72
99.5%
95.6%
94.4%
98.1%
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73
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74
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75
-
86.4%
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76.6%
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77
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79
65%
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47.9%
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80
95.3%
97.2%
97.4%
95.6%
95.7%
96%
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81
-
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91
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68.5%
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95
93.1%
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89.2%
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100%
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76.5%
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100
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100%
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101
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100%
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100%
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97.6%
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100%
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100%
100%
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100%
106
100%
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100%
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99.2%
99.8%
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108
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100%
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87.5%
87.5%
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93%
90.1%
88.9%
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93.3%
100%
111
100%
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100%
100%
100%
100%
112
-
98.2%
99.3%
99.6%
99.4%
99.8%
99.8%
113
98.6%
98.9%
99.1%
99%
98.9%
98.8%
99.7%
114
93.2%
94.9%
98.4%
98.5%
98.8%
98.8%
99.5%
115
99.7%
99.7%
99.7%
99.6%
99.7%
99.7%
99.2%
116
96.6%
95.2%
94.6%
95.8%
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-
98%
117
92.3%
95.5%
93.5%
96.8%
96.5%
96.2%
97%
118
95.5%
93.3%
90.4%
92.4%
89.3%
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97%
119
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75.1%
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60.9%
66.8%
95%
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78.3%
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95%
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93%
94.7%
95.6%
95.8%
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95%
122
100%
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100%
100%
100%
100%
95%
123
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95%
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48.6%
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95%
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1.1%
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50%
95%
126
95.9%
95.5%
95.5%
96.1%
97.9%
97.9%
95%
127
78%
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95.2%
93.7%
92.9%
97.1%
93%
128
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88%
129
68.9%
73%
72.4%
72%
82%
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88%
130
75.6%
92.5%
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85%
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65.9%
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85%
132
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85%
133
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86.6%
86.6%
86.8%
89%
92.7%
85%
134
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91.5%
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82%
135
78.7%
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100%
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80%
136
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65.9%
80%
137
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75%
138
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75%
139
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38.3%
37.2%
30.8%
26.8%
75%
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100%
100%
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75%
141
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69.8%
74.9%
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75%
142
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70.2%
79.1%
82.5%
84.9%
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70%
143
55.1%
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65.5%
67%
65.8%
70%
144
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-
71.2%
-
-
77.1%
65%
145
59.7%
59.7%
66.7%
73%
75.5%
76.2%
65%
146
59.8%
66.3%
77.3%
66.2%
85.7%
87.5%
65%
147
86.1%
67.2%
77.7%
79.1%
91.3%
56.2%
60%
148
-
70.4%
75.2%
69%
-
-
60%
149
-
64%
-
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-
60%
150
91.4%
95%
96.4%
96.1%
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96.3%
60%
151
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-
-
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-
60%
152
-
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-
94.6%
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-
55%
153
-
95.9%
96.4%
-
91.4%
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55%
154
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43.2%
48.8%
48.2%
-
-
55%
155
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-
55%
156
55.2%
55.6%
51.5%
52%
44.1%
49.2%
55%
157
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72.5%
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50%
158
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50%
159
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45%
160
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-
97.7%
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45%
161
24.9%
31%
30.4%
-
32.7%
44.9%
42%
162
66.1%
-
66.5%
-
74.5%
77.9%
40%
163
27.6%
-
-
-
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28%
164
37.7%
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27%
165
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-
8.3%
-
11.7%
-
17%
166
30%
39%
13%
38.8%
39.5%
30.4%
15%
Methodology
Frequently Asked Questions
Q: Which countries have achieved 100% electricity access in upper secondary schools?
A: As of 2026, 105 countries have achieved or will maintain 100% electricity access in their upper secondary schools (high schools). This group includes all high-income developed nations (United States, Canada, Australia, Japan, Western European countries), Gulf states (Saudi Arabia, UAE, Qatar, Kuwait, Bahrain, Oman), many upper-middle-income countries (Malaysia, Thailand, Türkiye, Russia, Chile, Argentina), and several lower-middle-income nations that have prioritized education infrastructure (Vietnam, Sri Lanka, Tunisia, Albania, Mongolia). Notable recent achievers include Bangladesh, which reached 99.0% from 72.0% in 2012, and India, which achieved 96.2% from 65.0% in 2011. Small island states and territories, including Caribbean nations (Barbados, Saint Lucia, Trinidad and Tobago) and Pacific islands (Cook Islands, Samoa, Tonga), have also maintained universal coverage despite geographic challenges.
Q: Why do some countries have lower electricity access rates in upper secondary schools compared to primary schools?
A: Upper secondary schools (high schools) often have lower electricity access rates than primary schools for several reasons. First, high schools are typically fewer in number but serve larger geographic areas, meaning they are more likely to be located in remote or rural areas where grid extension is costly. Second, many countries prioritize electrifying primary schools first as they serve younger children and are more numerous in urban areas. Third, high schools require more electricity for specialized facilities like science laboratories, computer labs, and vocational training workshops, making electrification more expensive. Fourth, in some low-income countries, high school enrollment rates are lower, so governments may prioritize primary and lower secondary school infrastructure. Finally, conflict-affected and economically constrained countries struggle to maintain infrastructure at all education levels, but high schools, being fewer and more dispersed, face particular challenges in receiving consistent electricity access.
Q: How does electricity access in upper secondary schools compare to primary and lower secondary schools?
A: Electricity access rates in upper secondary schools (high schools) are generally comparable to or slightly lower than lower secondary schools (middle schools), but typically higher than primary schools in many developing countries. This pattern reflects several factors: (1) High schools are fewer in number and often located in more urbanized or accessible areas where electricity infrastructure is better established, (2) primary schools are more numerous and dispersed, including many in rural areas without electricity, (3) governments often prioritize secondary school infrastructure as these institutions serve older students requiring more advanced facilities, and (4) in some countries, primary school electrification has lagged behind secondary levels due to the sheer number of primary schools requiring connection. However, this pattern varies by region and income level. In high-income countries, all education levels typically have universal electricity access. In low-income countries, all levels face challenges, but primary schools often have the lowest coverage due to their rural distribution and large numbers.
Data Disclaimer: Projected data (future years) are estimates based on mathematical models. Actual values may differ. Learn about our methodology →
Sources
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Updated: 01.03.2026https://databrowser.uis.unesco.org/browser/EDUCATION/UIS-SDG4Monitoring
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