Historical chart and dataset showing U.K. literacy rate by year from N/A to N/A.

The United Kingdom: Youth 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 the United Kingdom from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

The United Kingdom: 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 the United Kingdom from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

British Virgin Islands literacy rate for was 0.00%, a 0% increase from .

<ul style='margin-top:20px;'>

<li>British Virgin Islands literacy rate for was <strong>0.00%</strong>, a <strong>0% increase</strong> from .</li>
<li>British Virgin Islands literacy rate for was <strong>0.00%</strong>, a <strong>0% increase</strong> from .</li>
<li>British Virgin Islands literacy rate for was <strong>0.00%</strong>, a <strong>0% increase</strong> from .</li>
</ul>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.

Iraq IQ: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 43.683 % in 2013. This records a decrease from the previous number of 74.052 % for 2000. Iraq IQ: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 58.868 % from Dec 2000 (Median) to 2013, with 2 observations. The data reached an all-time high of 74.052 % in 2000 and a record low of 43.683 % in 2013. Iraq IQ: 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 Iraq – Table IQ.World Bank: 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; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

In 2022, students in the United Kingdom achieved an average PISA score of 494 in reading, compared with 504 in 2018. This was the joint-lowest score in the provided time period, suggesting that reading ability among students has declined in the UK.

The Adult Literacy Survey, carried out in Great Britain in 1996, was part of an international programme of surveys known as the International Adult Literacy Survey (IALS).
The aim was to profile the literacy skills of adults aged 16-65 using an internationally agreed measure. The objectives were to provide data for international comparison; to provide a profile of adult literacy in Great Britain; to provide a self-assessment of literacy skills by respondents; to collect background information to examine the link between literacy and socio-economic factors such as education, employment and income.

The United Kingdom: Male 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 the United Kingdom from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

There is a gender gap in the global literacy rate. Although literacy rates have generally increased worldwide for both men and women, men are on average more literate than women. As of 2023, about 90.6 percent of men and a little less than 84.1 percent of women worldwide were literate. Adult literacy rate is defined as the percentage of people aged 15 years and above who can both read and write with understanding a short, simple statement about their everyday life. Youth literacy rate Not only does the literacy gender gap concern adults, it also exists among the world’s younger generations aged 15 to 24. Despite an overall increase in literacy, young men are still more literate than young women. In fact, the global youth literacy rate as gender parity index was 0.98 as of 2023, indicating that young women are not yet as literate as young men. Gender pay gap Gender gaps occur in many different spheres of global society. One such issue concerns salary gender gaps in professional life. Regarding the controlled gender pay gap, which measures the median salary for men and women with the same job and qualifications, women still earned less than men as of 2024. The difference was even bigger when measuring the median salary for all men and women. However, not everyone worries about gender pay gaps. According to a survey from 2021, 54 percent of the female respondents deemed the gender pay gap a real problem, compared to 45 percent of the male respondents.

Tunisia TN: Literacy Rate: Adult Male: % of Males Aged 15 and Above data was reported at 86.060 % in 2014. This records a decrease from the previous number of 88.476 % for 2012. Tunisia TN: Literacy Rate: Adult Male: % of Males Aged 15 and Above data is updated yearly, averaging 86.218 % from Dec 1984 (Median) to 2014, with 8 observations. The data reached an all-time high of 88.476 % in 2012 and a record low of 60.407 % in 1984. Tunisia TN: Literacy Rate: Adult Male: % of Males Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Tunisia – Table TN.World Bank.WDI: 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; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This statistic displays the share of respondents who felt that universal education and literacy was a priority in the United Kingdom (UK) in 2017. Of the respondents surveyed, the generational group who agreed with this statement the most was the group identified as Millennials, with six percent of this group stating that universal education and literacy was a priority. The generational group who agreed least with this statement were those identified as Boomers with only three percent agreeing that it was a priority.

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Cuba CU: Literacy Rate: Youth: % of People Age 15-24 data was reported at 99.875 % in 2021. This records an increase from the previous number of 99.612 % for 2019. Cuba CU: Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 100.000 % from Dec 1981 (Median) to 2021, with 5 observations. The data reached an all-time high of 100.000 % in 2012 and a record low of 99.612 % in 2019. Cuba CU: Literacy Rate: Youth: % of People Age 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Cuba – Table CU.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;

Comprehensive dataset of 42 Literacy programs in United Kingdom as of June, 2025. Includes verified contact information (email, phone), geocoded addresses, customer ratings, reviews, business categories, and operational details. Perfect for market research, lead generation, competitive analysis, and business intelligence. Download a complimentary sample to evaluate data quality and completeness.

Cameroon CM: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 78.230 % in 2020. This records an increase from the previous number of 77.071 % for 2018. Cameroon CM: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 70.985 % from Dec 1976 (Median) to 2020, with 6 observations. The data reached an all-time high of 78.230 % in 2020 and a record low of 41.216 % in 1976. Cameroon CM: 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 Cameroon – Table CM.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 October 24, 2022. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Pupils from the Chinese ethnic group were most likely to meet both the expected and higher standards in reading, writing and maths in 2018/19.

The share of young people aged eight to 14 years old in the United Kingdom who read on a daily basis remained at 58.6 percent in 2024. Back in 2015, the percentage who read everyday was over 40 percent, and reading enjoyment was also down among some age groups in 2023.

This file contains data on test scores in reading (Leblango and English), oral English and math from students participating in NULP from 2013 to 2017. The dataset consists of 73,441 student-year observations.

Variable description: PupiID: Pupil identifier; allows for identifying students across years. SchoolID: School identifier. Group: Stratification group (School Level) Cc: Coordinating center School_Type: (1) School sampled in 2013 (38 schools); (2) School sampled in 2014 (90 schools); (3) Pure control schools (30 schools). Sample_Type: (1) Student sampled beginning of the year (baseline); (2) Student sampled end of the year (endline). Year: Year when tested Wave: (1) Tested in the beginning if the year (baseline); (2) Tested in the end of the year (endline) Grade_Level: Grade level when tested. Cohort: (1) student sampled in 2013; (2) student sampled in 2014; (3) student sampled in 2015; (4) student sampled in 2016. Stream: Stream Age: Student age. Gender: Student gender Leblango_EGRA*: Early Grade Reading Assessment (Leblango) English_EGRA*: Early Grade Reading Assessment (English). Oral_English*: Oral English scores Math*: Math scores

Literacy is the foundation for an informed, skilled citizenry. But in East Africa, less than 1/3 of pupils possess basic literacy skills. Ugandan children perform the worst; only 44.5 percent pass basic literacy tests. Early Grade Reading Assessment (EGRA) data from a Research Triangle Institute survey in northern Uganda in 2009 indicated that 82% of P2 pupils could not read a single word in the local language, compared to 51% of P2 pupils in the central region. Similar to other African countries there are many problems in Uganda's education system, including undertrained teachers, lack of materials and quality methods for teaching literacy, non-existent systems for tracking pupil performance, and parents, communities and local officials that lack the know-how to support and advocate for their children's education. Despite strong mother tongue education policies, due to underdeveloped orthographies and a lack of materials in many languages, implementing successful mother tongue literacy programs poses a significant challenge for African countries, including Uganda. While many educational interventions and literacy programs have been implemented in Africa, impacts have been minimal overall; moving to scale has also proven problematic as program effects reduce further. Since 2010 Mango Tree, a private, locally owned educational tools company, has been piloting a successful early literacy project in one language community in northern Uganda. The main goals of the Mango Tree program include increasing literacy rates, enhancing education quality through improved, effective materials and teachers, and fostering a culture of reading among pupils, parents and communities within a cost-effective and scalable framework. Compelling evidence for the large benefits and cost-effectiveness of the intervention comes from a pilot randomized evaluation of the program conducted by University of Michigan researchers in 2013 and 2014. The Literacy Laboratory Project (LLP) will scale up and evaluate the Mango Tree literacy program, whose model delivers better-quality teacher instruction, access to relevant literacy materials, inclusive approaches to learner assessment, parental and community engagement in schools and strengthening literacy infrastructure so that reading and writing, especially in local languages, becomes a meaningful part of daily life in households and communities. This scale-up will test a piloted and improved model to evaluate its effectiveness and test the mode of program delivery. Under the LLP, researchers from the University of Michigan will conduct a rigorous randomized control trial of the program in the Lango Sub-region over 4 years to measure the effectiveness of the instructional model, teacher training and support supervision innovations and literacy materials and methods on Primary 1- Primary 3 pupils' literacy achievement and explore public-private avenues for scale-up. We will study 128 schools, which are randomly assigned to either the full LLP implemented by Mango Tree's field officers, a partial-program implemented by Government Teacher Tutors, or a control group. The study will also randomize instructional materials to evaluate their contribution to effective teaching. The study will collect a rich set of pupil, parent, teacher, classroom, and school-level longitudinal data. Learning will be measured principally in terms of improvements in EGRA and Early Grade Writing Assessment scores. Our goals are to: 1) demonstrate that big effects on learning are possible (as the 2013 pilot evaluation results point toward); 2) show that with the right combination of training, teaching and learning materials and correct support, teachers can be supported to effectively teach literacy - even in rural, under-resourced, overcrowded classrooms; and 3) to test...

Adult skills need estimates for literacy, numeracy, information communication and technology and ESOL across England

Source: Department for Education and Skills (DfES): Read Write Plus Skills for Life

Publisher: Department for Children Schools and Families (DCSF)

Geographies: Ward, Local Authority District (LAD), Government Office Region (GOR), National, Learnings and Skills Council (LSC)

Geographic coverage: England

Time coverage: 2002/03

Type of data: Modelled data

Notes: The SfL Survey was in two parts. The first was based around a 20-minute background interview and two skills assessments one for literacy and one for numeracy. On this basis respondents were assigned to one of 5 skill levels for both literacy and numeracy (Entry level 1 or below, Entry level 2, Entry level 3, Level 1, and Level 2 and above). The survey was clustered by wards within Government Office Regions and there were 8,730 interviews with adults in households aged 16-65, representing a 59% response rate of selected households. Non-response weights have been calculated for region, age and sex.