The ranking shows the percentage of literate population in each country among citizens over the age of 15. A person is considered literate if they have mastered written language, meaning they can read and write.

Historical dataset showing Belgium literacy rate by year from N/A to N/A.

Belgium: Female literacy rate, ages 15-24: The latest value from is percent, unavailable from percent in . In comparison, the world average is 0.00 percent, based on data from countries. Historically, the average for Belgium from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

Belgium: Literacy rate: The latest value from is percent, unavailable from percent in . In comparison, the world average is 0.00 percent, based on data from countries. Historically, the average for Belgium from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

In 2023, about 59 percent of Belgian residents, aged 16 to 74 years, said they had basic or above basic digital skills. This figure represents a slight uptick from 54 percent in 2021.

In 2023, about ** percent of Belgian population between 16 and 74 years had at least basic internet and data literacy. This figure represents an increase from 2021, when ** percent of adults stated having basic internet and data literacy.

Literacy courses in the City of BrusselsLearning to speak, write, read and calculate in French/Dutch to adults who have never been to school or who have not obtained any school certificate, in Belgium or abroad, and/or who have not mastered skills equivalent to basic education in any language.More info : https://social.brussels/category/615https://social.brussels/category/616

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Cedar Grove-Belgium Area School District vs. Wisconsin

Abstract

PIRLS provides internationally comparative data on how well children read by assessing students’ reading achievement at the end of grade four. PIRLS 2016 is the fourth cycle of the study and collects considerable background information on how education systems provide educational opportunities to their students, as well as the factors that influence how students use this opportunity. In 2016 PIRLS was extended to include ePIRLS – an innovative assessment of online reading.

The results of PIRLS 2016 demonstrate a number of positive developments in reading literacy worldwide. For the first time in the history of the study, as many as 96 percent of fourth graders from over 60 education systems achieved above the PIRLS low international benchmark.

Geographic coverage

Nationally representative samples of approximately 4,000 students from 150 to 200 schools participated in PIRLS 2016. About 319,000 students, 310,000 parents, 16,000 teachers, and 12,000 schools participated in total.

Analysis unit

The unit of analysis describes:

• Schools

• Students

• Parents

• Teachers

Universe

All students enrolled in the grade that represents four years of schooling counting from the first year of ISCED Level 1, providing the mean age at the time of testing is at least 9.5 years.

All students enrolled in the target grade, regardless of their age, belong to the international target population and should be eligible to participate in PIRLS. Because students are sampled in two stages, first by randomly selecting a school and then randomly selecting a class from within the school, it is necessary to identify all schools in which eligible students are enrolled. Essentially, eligible schools for PIRLS are those that have any students enrolled in the target grade, regardless of type of school.

Kind of data

Sample survey data [ssd]

Sampling procedure

PIRLS is designed to provide valid and reliable measurement of trends in student achievement in countries around the world, while keeping to a minimum the burden on schools, teachers, and students. The PIRLS program employs rigorous school and classroom sampling techniques so that achievement in the student population as a whole may be estimated accurately by assessing just a sample of students from a sample of schools. PIRLS assesses reading achievement at fourth grade. The PIRLS 2016 cycle also included PIRLS Literacy-a new, less difficult reading literacy assessment, and ePIRLS-an extension of PIRLS with a focus on online informational reading.

PIRLS employs a two-stage random sample design, with a sample of schools drawn as a first stage and one or more intact classes of students selected from each of the sampled schools as a second stage. Intact classes of students are sampled rather than individuals from across the grade level or of a certain age because PIRLS pays particular attention to students’ curricular and instructional experiences, and these typically are organized on a classroom basis. Sampling intact classes also has the operational advantage of less disruption to the school’s day-to-day business than individual student sampling.

SAMPLE SIZE

For most countries, the PIRLS precision requirements are met with a school sample of 150 schools and a student sample of 4,000 students for each target grade. Depending on the average class size in the country, one class from each sampled school may be sufficient to achieve the desired student sample size. For example, if the average class size in a country were 27 students, a single class from each of 150 schools would provide a sample of 4,050 students (assuming full participation by schools and students). Some countries choose to sample more than one class per school, either to increase the size of the student sample or to provide a better estimate of school level effects.

For countries choosing to participate in both PIRLS and PIRLS Literacy, the required student sample size is doubled-i.e., around 8,000 sampled students. Countries could choose to select more schools or more classes within sampled schools to achieve the required sample size. Because ePIRLS is designed to be administered to students also taking PIRLS, the PIRLS sample size requirement remains the same for countries choosing also to participate in ePIRLS.

PIRLS STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN

The basic international sample design for PIRLS is a stratified two-stage cluster sample design, as follows:

• First Sampling Stage. For the first sampling stage, schools are sampled with probabilities proportional to their size (PPS) from the list of all schools in the population that contain eligible students. The schools in this list (or sampling frame) may be stratified (sorted) according to important demographic variables. Schools for the field test and data collection are sampled simultaneously using a systematic random sampling approach. Two replacement schools are also pre-assigned to each sampled school during the sample selection process, and these replacement schools are held in reserve in case the originally sampled school refuses to participate. Replacement schools are used solely to compensate for sample size losses in the event that the originally sampled school does not participate. School sampling is conducted for each country by Statistics Canada with assistance from IEA Hamburg, using the sampling frame provided by the country’s National Research Coordinator.

• Second Sampling Stage. The second sampling stage consists of the selection of one (or more) intact class from the target grade of each participating school. Class sampling in each country is conducted by the National Research Coordinator using the Within-School Sampling Software (WinW3S) developed by IEA Hamburg and Statistics Canada. Having secured a sampled school’s agreement to participate in the assessment, the National Research Coordinator requests information about the number of classes and teachers in the school and enters it in the WinW3S database.

Classes smaller than a specified minimum size are grouped into pseudo-classes prior to sampling. The software selects classes with equal probabilities within schools. All students in each sampled class participate in the assessment. Sampled classes that refuse to participate may not be replaced.

For countries participating in both PIRLS and PIRLS Literacy, students within a sampled class are randomly assigned either a PIRLS or PIRLS Literacy booklet through a booklet rotation system. This is done to ensure that PIRLS and PIRLS Literacy are administered to probabilistically equivalent samples. In countries taking part in ePIRLS, all students assessed in PIRLS are expected to participate in ePIRLS.

STRATIFICATION

Stratification consists of arranging the schools in the target population into groups, or strata, that share common characteristics such as geographic region or school type. Examples of stratification variables used in PIRLS include region of the country (e.g., states or provinces); school type or source of funding (e.g., public or private); language of instruction; level of urbanization (e.g., urban or rural area); socioeconomic indicators; and school performance on national examinations.

In PIRLS, stratification is used to:

• Improve the efficiency of the sample design, thereby making survey estimates more reliable

• Apply different sample designs, such as disproportionate sample allocations, to specific groups of schools (e.g., those in certain states or provinces)

• Ensure proportional representation of specific groups of schools in the sample School stratification can take two forms: explicit and implicit. In explicit stratification, a separate school list or sampling frame is constructed for each stratum and a sample of schools is drawn from that stratum. In PIRLS, the major reason for considering explicit stratification is disproportionate allocation of the school sample across strata. For example, in order to produce equally reliable estimates for each geographic region in a country, explicit stratification by region may be used to ensure the same number of schools in the sample for each region, regardless of the relative population size of the regions.

Implicit stratification consists of sorting the schools by one or more stratification variables within each explicit stratum, or within the entire sampling frame if explicit stratification is not used. The combined use of implicit strata and systematic sampling is a very simple and effective way of ensuring a proportional sample allocation of students across all implicit strata. Implicit stratification also can lead to improved reliability of achievement estimates when the implicit stratification variables are correlated with student achievement.

National Research Coordinators consult with Statistics Canada and IEA Hamburg to identify the stratification variables to be included in their sampling plans. The school sampling frame is sorted by the stratification variables prior to sampling schools so that adjacent schools are as similar as possible. Regardless of any other explicit or implicit variables that may be used, the school size is always included as an implicit stratification variable.

SCHOOL SAMPLING FRAME

One of the National Research Coordinator’s most important sampling tasks is the construction of a school sampling frame for the target population. The sampling frame is a list of all schools in the country that have students enrolled in the target grade and is the list from which the school sample is drawn. A well-constructed sampling frame provides complete coverage of the national target population without being contaminated by incorrect or duplicate entries or entries that refer to elements that are not

PIRLS 2006 is the second in a cycle of internationally comparative reading assessments carried out every five years. Conducted at the fourth grade, this world-wide assessment and research project is designed to measure trends in children's reading literacy achievement and collect information about the policy and practices related to learning to read and reading instruction. For example, PIRLS 2006 will provide information on the impact of the home environment on reading achievement and how parents can foster reading literacy. It also will provide extensive information about curriculum and classroom approaches to reading instruction.

Participating countries include Austria, Belgium (Fl.), Belgium (Fr.), Bulgaria, Canada, Chinese Taipei, Denmark, England, France, Georgia, Germany, Hong Kong, Hungary, Iceland, Indonesia, Iran, Israel, Italy, Kuwait, Latvia, Lithuania, Luxembourg, Macedonia, Moldova, Morocco, Netherlands, New Zealand, Norway, Poland, Qatar, Romania, Russian Federation, Scotland, Singapore, Slovak Republic, Slovenia, South Africa, Spain, Sweden, Trinidad and Tobago, and the United States.

The PIRLS 2006 User Guide for the International Database is edited by Pierre Foy and Ann M. Kennedy.

Between 2021 and 2023, the share of individuals in Belgium across all age groups having at least basic internet and data literacy had increased. It was found that the highest percentage of individuals having at least basic online literacy were between 25 and 34 years old, closely followed by those between 35 and 44 years old.

The statistic displayed above shows the share of Belgians that had read a book, newspaper or magazine in a language other than their mother tongue during the last 12 months. In November 2015, 60 percent of the Belgian respondents reported to not having read a book, newspaper or magazine in a different language during the past 12 months.

Objectives: Non-adherence to asthma medication can lead to lower disease control and asthma exacerbations that may be fatal. This survey assessed the attitude and expectations of Belgian asthma patients towards their treatment. Methods: This cross-sectional survey was conducted between June 2015 and February 2016 in 70 Belgian pharmacies. Participants completing the survey had to be ≥15 years, diagnosed with asthma, and on inhaled corticosteroid-based treatment. The analysis included 80 completed questionnaires. Results: Participants comprehended well that controller drugs are intended to prevent the occurrence of asthma symptoms and complications, and their long-term daily use should be maintained. Twenty seven percent of participants indicated fear of side effects concerning long-term daily use of a controller inhaler. Participants had a good understanding that quick-relief drugs are intended to (quickly) relieve asthma symptoms and do not need to be used on a systematic, daily basis. Out of 73 participants on long-term controller drugs, 33 (45%) were ‘non-adherent’ (used less frequently than prescribed). Suboptimal adherence to maintenance treatment appeared to increase nightly awakenings and the risk of restrictions in activities due to asthma. Out of 54 participants with available quick-relief drug adherence data, 18 (33%) were non-adherent (used their quick-relief drug more frequently than prescribed). Discussion: This survey confirms suboptimal adherence to maintenance controller therapy and overuse of short-acting reliever medications among Belgian patients, which affects asthma control and quality of life. A substantial proportion of patients expressed fear about their chronic therapy, indicating the need for patient education about their disease and its management.

This statistic displays the outcome of a survey on the book reading frequency in Belgium in 2017. As of 2017, when the Belgian respondents were asked how often they read a book, roughly ** percent indicated they read a book every day or most days.

The share of internet users reading news online in Belgium increased by 2.1 percentage points in 2022. In total, the share of online news readers amounted to 63.95 percent in 2022. Over the observed period, the share of online news readers has been subject to fluctuation.The EU survey on the use of Information and Communication Technologies (ICT) in households and by individuals is an annual survey conducted since 2002 aiming at collecting and disseminating harmonised and comparable information on the use of ICT in households and by individuals. Data presented in this domain are collected on a yearly basis by the National Statistical Institutes and are based on Eurostat's annual model questionnaire. This questionnaire is updated each year to reflect the evolving situation of information and communication technologiesFind more statistics on other topics about Belgium with key insights such as share of daily internet users, share of internet users seeking health information online, share of internet users looking for and applying for jobs online, share of internet users engaging in online learning activities, and share of people that upload self-created content.

The European questionnaire on Information and Communication Technologies Data reveals that there exists a disparity between the internet usage of people according to gender. This disparity although present in most countries, differs widely in its severity.

By 2020, 68 percent of male internet users in Belgium used the internet to inform themselves about goods and services. Among women this share was slightly lower and amounted to 63 percent. Since 2014, 12 percent more men and 13 percent more women replied that they searched the internet for information about goods and services.

The country reported to have read books most regularly in 2017 was China, where a survey among internet users across ** countries revealed that ** percent of respondents read a book every day or most days, and ** percent read at least once a week. Conversely, just ** percent of South Korean respondents were reading books on a daily basis. Other countries with a low share of those aged 15 years or above reading daily included Belgium, Japan, the Netherlands and Mexico.

Age and reading habits

It is surprising how much age can affect reading habits, even on a global level. In Germany, more 12 to 13-year-olds read daily or several times per week than their slightly older peers. Meanwhile, in the United Kingdom, a survey showed that more teenagers and Millennials said that they would be happy without books than adults aged 34 or older. More than double the percentage of adults in Colombia aged 65 or above read a book every day than those aged between 12 and 25 years.

The number of books read over the past year in the United States was overall higher among adults aged 18 to 34 than older generations, and in Canada the share of children reading books for fun halved with the approach of teenage years. Whilst ** percent of children aged between six and eight years old were reading for pleasure multiple times per week, among ** to 17-year-olds this figure amounted to just ** percent. Meanwhile, the opposite was true of going online for fun, which increased sharply with age and replaced the activity of reading.