Graph and download economic data for Literacy Rate, Adult Total for Argentina (SEADTLITRZSARG) from 1980 to 2020 about literacy, adult, Argentina, and rate.

Argentina AR: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 97.193 % in 2001. This records an increase from the previous number of 96.041 % for 1991. Argentina AR: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 96.041 % from Dec 1980 (Median) to 2001, with 3 observations. The data reached an all-time high of 97.193 % in 2001 and a record low of 93.913 % in 1980. Argentina AR: Literacy Rate: Adult: % of People Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Argentina – Table AR.World Bank.WDI: Social: Education Statistics. Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed September 19, 2023. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Actual value and historical data chart for Argentina Literacy Rate Adult Total Percent Of People Ages 15 And Above

Actual value and historical data chart for Argentina Literacy Rate Youth Male Percent Of Males Ages 15 24

Historical dataset showing Argentina literacy rate by year from 1980 to 2001.

View yearly updates and historical trends for Argentina Adult Literacy Rate. Source: World Bank. Track economic data with YCharts analytics.

Actual value and historical data chart for Argentina Literacy Rate Youth Female Percent Of Females Ages 15 24

Argentina AR: Literacy Rate: Youth Male: % of Males Aged 15-24 data was reported at 99.000 % in 2001. This records an increase from the previous number of 98.000 % for 1991. Argentina AR: Literacy Rate: Youth Male: % of Males Aged 15-24 data is updated yearly, averaging 98.000 % from Dec 1980 (Median) to 2001, with 3 observations. The data reached an all-time high of 99.000 % in 2001 and a record low of 96.000 % in 1980. Argentina AR: Literacy Rate: Youth Male: % of Males Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Argentina – Table AR.World Bank.WDI: Social: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Argentina: Female literacy rate, ages 15-24: The latest value from 2001 is 99 percent, unchanged from 99 percent in 1991. In comparison, the world average is 87.41 percent, based on data from 36 countries. Historically, the average for Argentina from 1980 to 2001 is 98.33 percent. The minimum value, 97 percent, was reached in 1980 while the maximum of 99 percent was recorded in 1991.

Argentina: Youth literacy rate, ages 15-24: The latest value from 2001 is 99 percent, an increase from 98 percent in 1991. In comparison, the world average is 88.97 percent, based on data from 36 countries. Historically, the average for Argentina from 1980 to 2001 is 98 percent. The minimum value, 97 percent, was reached in 1980 while the maximum of 99 percent was recorded in 2001.

99.0 (%) in 2018. Adult (15+) literacy rate (%). Total is the percentage of the population age 15 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 15 years and over by the corresponding age group population and multiplying the result by 100.

Argentina: Male literacy rate, ages 15-24: The latest value from 2001 is 99 percent, an increase from 98 percent in 1991. In comparison, the world average is 90.61 percent, based on data from 36 countries. Historically, the average for Argentina from 1980 to 2001 is 97.67 percent. The minimum value, 96 percent, was reached in 1980 while the maximum of 99 percent was recorded in 2001.

Actual value and historical data chart for Argentina Elderly Literacy Rate Population 65 Years Male Percent

Actual value and historical data chart for Argentina Elderly Literacy Rate Population 65 Years Both Sexes Percent

Argentine: Youth literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Argentine de 1980 à 2001. La valeur moyenne pour Argentine pendant cette période était de 98 pour cent avec un minimum de 97 pour cent en 1980 et un maximum de 99 pour cent en 2001.

Argentine: Female literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Argentine de 1980 à 2001. La valeur moyenne pour Argentine pendant cette période était de 98.33 pour cent avec un minimum de 97 pour cent en 1980 et un maximum de 99 pour cent en 1991.

Context

With almost 40 million inhabitants and a diverse geography that encompasses the Andes mountains, glacial lakes, and the Pampas grasslands, Argentina is the second largest country (by area) and has one of the largest economies in South America. It is politically organized as a federation of 23 provinces and an autonomous city, Buenos Aires.

Content

We will analyze ten economic and social indicators collected for each province. Because these indicators are highly correlated, we will use principal component analysis (PCA) to reduce redundancies and highlight patterns that are not apparent in the raw data. After visualizing the patterns, we will use k-means clustering to partition the provinces into groups with similar development levels.

These results can be used to plan public policy by helping allocate resources to develop infrastructure, education, and welfare programs.

Acknowledgements

DataCamp

In the third quarter of 2024, an internet user in Argentina spent, on average, ** minutes (or *** hour and ** minutes) per day reading online or print press media. That is around *** percent less than in 2020, when the average amounted to ** minutes (one hour and ** minutes).

Abstract

The PIRLS 2001 aimed to generate a database of student achievement data in addition to information on student, parent, teacher, and school background data for the 35 countries that participated in PIRLS 2001.

Geographic coverage

Nationally Coverage

Analysis unit

Units of analysis in the study are schools, students, parents and teachers.

Universe

The PIRLS 2001 target populations are all children in "the upper of the two grades with the most 9-year-olds at the time of testing" (PIRLS, 1999) in each participating country. This corresponds to the fourth grade in most countries. This population was chosen because it represents an important transition point in children's development as readers. In most countries, by the end of fourth grade, children are expected to have learned how to read, and are now reading to learn.

The teachers in the PIRLS 2001 international database do not constitute representative samples of teachers in the participating countries. Rather, they are the teachers of nationally representative samples of students. Therefore, analyses with teacher data should be made with students as the units of analysis and reported in terms of students who are taught by teachers with a particular attribute. Teacher data are analyzed by linking the students to their teachers. The student-teacher linkage data files are used for this purpose. The same caveat applies to analyses of schools and parents.

Kind of data

Sample survey data [ssd]

Sampling procedure

To be acceptable for PIRLS 2001, national sample designs had to result in probability samples that gave accurate weighted estimates of population parameters such as means and percentages, and for which estimates of sampling variance could be computed. The PIRLS 2001 sample design is derived from the design of IEA's TIMSS (see Foy & Joncas, 2000), with minor refinements. Since sampling for PIRLS was to be implemented by the National Research Coordinator (NRC) in each participating country - often with limited resources - it was essential that the design be simple and easy to implement while yielding accurate and efficient samples of both schools and students.

The international project team provided manuals and expert advice to help NRCs adapt the PIRLS sample design to their national system, and to guide them through the phases of sampling. The School Sampling Manual (PIRLS, 1999) describes how to implement the international sample design to select the school sample; and offers advice on initial planning, adapting the design to national situations, establishing appropriate sample selection procedures, and conducting fieldwork. The Survey Operations Manual and School Coordinator Manual (PIRLS, 2001b, 2001a) provide information on sampling within schools, assigning assessment booklets and questionnaires to sampled students, and tracking respondents and non-respondents. To automate the rather complex within-school sampling procedures, NRCs were provided with sampling software jointly developed by the IEA Data Processing Center and Statistics Canada (IEA, 2001).

In IEA studies, the target population for all countries is known as the international desired target population. This is the grade or age level that each country should address in its sampling activities. The international desired target population for PIRLS 2001 was the following: "All students enrolled in the upper of the two adjacent grades that contain the largest proportion of 9-year-olds at the time of testing."

PIRLS expected all participating countries to define their national desired population to correspond as closely as possible to its definition of the international desired population. Using its national desired population as a basis, each participating country had to define its population in operational terms for sampling purposes. This definition, known in IEA terminology as the national defined population, is essentially the sampling frame from which the first stage of sampling takes place. Ideally, the national defined population should coincide with the national desired population, although in reality there may be some school types or regions that cannot be included; consequently, the national defined population is usually a very large subset of the national desired population. All schools and students in the desired population not included in the defined population are referred to as the excluded population.

The international sample design for PIRLS is generally referred to as a two-stage stratified cluster sample design. The first stage consists of a sample of schools, which may be stratified; the second stage consists of a sample of one or more classrooms from the target grade in sampled schools.

For more information on the approach to sampling adopted please consult section 5 of the PIRLS 2001 user guide.

Sampling deviation

Although countries were expected to do everything possible to maximize coverage of the population by the sampling plan, schools could be excluded, where necessary, from the sampling frame for the following reasons:

• They were in geographically remote regions.

• They were extremely small in size.

• They offered a curriculum or a school structure that was different from the mainstream educational system(s).

• They provided instruction only to students in the categories defined as “within-school exclusions.”

Within-school exclusions were limited to students who, because of some disability, were unable to take the PIRLS tests. NRCs were asked to define anticipated within school exclusions. Because these definitions can vary internationally, they were also asked to follow certain rules adapted to their jurisdictions. In addition, they were to estimate the size of the included population so that their compliance with the 95 percent rule could be projected. The general PIRLS rules for defining within-school exclusions included the following three groups:

• Educable mentally-disabled students. These are students who were considered, in the professional opinion of the school principal or other qualified staff members, to be educable mentally disabled – or who had been so diagnosed in psychological tests. This category included students who were emotionally or mentally unable to follow even the general instructions of the PIRLS test. It did not include students who merely exhibited poor academic performance or discipline problems.

• Functionally-disabled students. These are students who were permanently physically disabled in such a way that they could not perform in the PIRLS tests. Functionally-disabled students who could perform were included in the testing.

• Non-native-language speakers. These are students who could not read or speak the language of the test, and so could not overcome the language barrier of testing. Typically, a student who had received less than one year of instruction in the language of the test was excluded, but this definition was adapted in different countries. A major objective of PIRLS was that the effective target population, the population actually sampled by PIRLS, be as close as possible to the international desired population. Each country had to account for any exclusion of eligible students from the international desired population. This applied to school-level exclusions as well as within-school exclusions. See Appendix B of the PIRLS 2001 Technical Report (attached as Related Material) for a detailed account of sample implementation in each country

Mode of data collection

Face-to-face [f2f]

Research instrument

• PIRLS Background Questionnaires By gathering information about children’s experiences together with reading achievement on the PIRLS test, it is possible to identify the factors or combinations of factors that relate to high reading literacy. An important part of the PIRLS design is a set of questionnaires targeting factors related to reading literacy. PIRLS administered four questionnaires: to the tested students, to their parents, to their reading teachers, and to their school principals.

• Student Questionnaire Each student taking the PIRLS reading assessment completes the student questionnaire. The questionnaire asks about aspects of students’ home and school experiences – including instructional experiences and reading for homework, self perceptions and attitudes towards reading, out-of-school reading habits, computer use, home literacy resources, and basic demographic information.

• Learning to Read (Home) Survey The learning to read survey is completed by the parents or primary caregivers of each student taking the PIRLS reading assessment. It addresses child-parent literacy interactions, home literacy resources, parents’ reading habits and attitudes, homeschool connections, and basic demographic and socioeconomic indicators.

• Teacher Questionnaire The reading teacher of each fourth-grade class sampled for PIRLS completes a questionnaire designed to gather information about classroom contexts for developing reading literacy. This questionnaire asks teachers about characteristics of the class tested (such as size, reading levels of the students, and the language abilities of the students). It also asks about instructional time, materials and activities for teaching reading and promoting the development of their students’ reading literacy, and the grouping of students for reading instruction. Questions about classroom resources, assessment practices, and home-school connections also are included. The questionnaire also asks teachers for their views on opportunities for professional development and collaboration with other teachers, and for information about

（停止更新）非文盲率：成年男性：15岁及以上男性百分比在12-01-2001达97.000%，相较于12-01-1991的96.000%有所增长。（停止更新）非文盲率：成年男性：15岁及以上男性百分比数据按年更新，12-01-1980至12-01-2001期间平均值为96.000%，共3份观测结果。该数据的历史最高值出现于12-01-2001，达97.000%，而历史最低值则出现于12-01-1980，为94.000%。CEIC提供的（停止更新）非文盲率：成年男性：15岁及以上男性百分比数据处于定期更新的状态，数据来源于World Bank，数据归类于全球数据库的阿根廷 – Table AR.World Bank.WDI: Social: Education Statistics。