Graph and download economic data for Literacy Rate, Adult Total for Ethiopia (SEADTLITRZSETH) from 1994 to 2022 about Ethiopia, literacy, adult, and rate.

Historical dataset showing Ethiopia literacy rate by year from 1994 to 2017.

The youth literacy rate (people aged 15-24) in Ethiopia stood at ***** percent in 2017. Between 1994 and 2017, the youth literacy rate rose by ***** percentage points, though the increase followed an uneven trajectory rather than a consistent upward trend.

The dataset is the level of literacy rates and education in Ethiopia , from DHS which the CSA was the provider under the 2016 Standard Demographic Health Survey (DHS) with a resolution of 0.05 pixels

Yearly (annual) dataset of the Ethiopia Adult Literacy Rate, including historical data, latest releases, and long-term trends from 1994-12-31 to 2017-12-31. Available for free download in CSV format.

BackgroundTuberculosis (TB) and human immunodeficiency virus (HIV) are the leading causes of infectious-disease-related deaths in Ethiopia, but little is known about their spatial distribution across the country. The aim of this study was to investigate the spatial patterns of TB and HIV co-infection in Ethiopia at the district level.MethodsWe conducted an ecological study using TB and HIV data reported from all regions of Ethiopia through the national Health Management Information System (HMIS), between June 2015 and June 2017. Spatial clustering was assessed using Moran’s I statistic and Getis-Ord statistic. Spatial binomial regression models were constructed separately for the prevalence of TB among people living with HIV and for the prevalence of HIV among TB patients, with and without spatial components using a Bayesian approach.ResultsA total of 1,830,880 HIV and 192,359 TB patients were included in the analysis. The prevalence of HIV among TB patients was 7.34%; hotspots were observed in districts located in Amhara, Afar, and Gambela regions, and cold spots were observed in Oromiya and Southern Nations, Nationalities, and People (SNNP) regions. The prevalence of TB among people living with HIV varied from 0.7% in Oromia region to 14.5% in Afar region. Hotspots of TB prevalence among people living with HIV were observed in districts located in Gambela, Afar, Somali, and Oromiya regions; whereas the cold spots were observed in districts located in Amhara and Tigray regions. The ecological-level factors associated with the prevalence of TB among people living with HIV were low wealth index (OR: 1.49; 95% CrI: 1.05, 2.05), low adult literacy rate (OR: 0.67; 95% CrI: 0.46, 0.94), and distance to an international border (OR: 0.61; 95% CrI: 0.40, 0.91). The factors associated with the prevalence of HIV among TB patients were poor health care access (OR: 0.76; 95% CrI: 0.59, 0.95), low wealth index (OR: 1.31; 95% CrI: 1.01, 1.67), and low adult literacy rate (OR: 1.37; 95% CrI: 1.03, 1.78).ConclusionOur study provides evidence for geographic clustering of TB/HIV co-infection in Ethiopia. Health care access, proximity to international borders, and demographic factors such as low wealth index and adult literacy were significantly associated with the prevalence of TB/HIV co-infection.

The Ethiopia TEACH II activity aimed to strengthen the provision of equitable basic education services by implementing alternative basic education for children and youth, functional literacy for adults and improving the capacity of Woreda Education Offices (WEO) to manage non-formal educational programs. The activity operated in eight regions and provided instruction in four languages. The target population of the study were Level II learners from selected woredas in the SNNP, Tigray, Amhara, Benishangul, Oromia, Afar, Gambella, and Somali regions where PACT-Ethiopia and its partners operated. Students were randomly selected to measure basic literacy skills targeted at the Grade 2 level using EGRA assessments in eight different languages. The EGRA assessment sub-tasks measuring basic literacy skills were incremental in their complexity. Each sub-task was presented to the child on a one–to-one basis. Questionnaires were also administered to understand the background of the students.

The prevalence of TB among HIV patients, and the prevalence of HIV among TB patients in all regions of Ethiopia.

BackgroundDigital literacy refers to the capacity to critically assess digital content, use digital tools in professional settings, and operate digital devices with proficiency. The healthcare sector has rapidly digitized in the last few decades. This systematic review and meta-analysis aimed to assess the digital literacy level of health professionals in the Ethiopian health sector and identify associated factors. The study reviewed relevant literature and analyzed the data to provide a comprehensive understanding of the current state of digital literacy among health professionals in Ethiopia.MethodsThe study was examined by using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria. Evidence was gathered from the databases of Google Scholar, Pub Med, Cochrane Library, Hinari, CINAHL, and Global Health. Consequently, five articles met the eligible criteria for inclusion. The analysis was carried out using STATA version 11. The heterogeneity was evaluated using the I2 test, while the funnel plot and Egger’s regression test statistic were used to examine for potential publication bias. The pooled effect size of each trial is evaluated using a random effect model meta-analysis, which provides a 95% confidence interval.ResultA total of five articles were included in this meta-analysis and the overall pooled prevalence of this study was 49.85% (95% CI: 37.22–62.47). six variables, Monthly incomes AOR = 3.89 (95% CI: 1.03–14.66), computer literacy 2.93 (95% CI: 1.27–6.74), perceived usefulness 1.68 (95% CI: 1.59–4.52), educational status 2.56 (95% CI: 1.59–4.13), attitude 2.23 (95% CI: 1.49–3.35), perceived ease of use 2.22 (95% CI: 1.52–3.23) were significantly associated with the outcome variable.ConclusionThe findings of the study revealed that the overall digital literacy level among health professionals in Ethiopia was relatively low. The study highlights the importance of addressing the digital literacy gap among health professionals in Ethiopia. It suggests the need for targeted interventions, such as increasing monthly incomes, giving computer training, creating a positive attitude, and educational initiatives, to enhance digital literacy skills among health professionals. By improving digital literacy, health professionals can effectively utilize digital technologies and contribute to the advancement of healthcare services in Ethiopia.

Goal 4Ensure inclusive and equitable quality education and promote lifelong learning opportunities for allTarget 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomesIndicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sexSE_TOT_PRFL: Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)Indicator 4.1.2: Completion rate (primary education, lower secondary education, upper secondary education)SE_TOT_CPLR: Completion rate, by sex, location, wealth quintile and education level (%)Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary educationIndicator 4.2.1: Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sexiSE_DEV_ONTRK: Proportion of children aged 36−59 months who are developmentally on track in at least three of the following domains: literacy-numeracy, physical development, social-emotional development, and learning (% of children aged 36-59 months)Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sexSE_PRE_PARTN: Participation rate in organized learning (one year before the official primary entry age), by sex (%)Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including universityIndicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sexSE_ADT_EDUCTRN: Participation rate in formal and non-formal education and training, by sex (%)Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipIndicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skillSE_ADT_ACTS: Proportion of youth and adults with information and communications technology (ICT) skills, by sex and type of skill (%)Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situationsIndicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregatedSE_GPI_PTNPRE: Gender parity index for participation rate in organized learning (one year before the official primary entry age), (ratio)SE_GPI_TCAQ: Gender parity index of trained teachers, by education level (ratio)SE_GPI_PART: Gender parity index for participation rate in formal and non-formal education and training (ratio)SE_GPI_ICTS: Gender parity index for youth/adults with information and communications technology (ICT) skills, by type of skill (ratio)SE_IMP_FPOF: Immigration status parity index for achieving at least a fixed level of proficiency in functional skills, by numeracy/literacy skills (ratio)SE_NAP_ACHI: Native parity index for achievement (ratio)SE_LGP_ACHI: Language test parity index for achievement (ratio)SE_TOT_GPI: Gender parity index for achievement (ratio)SE_TOT_SESPI: Low to high socio-economic parity status index for achievement (ratio)SE_TOT_RUPI: Rural to urban parity index for achievement (ratio)SE_ALP_CPLR: Adjusted location parity index for completion rate, by sex, location, wealth quintile and education levelSE_AWP_CPRA: Adjusted wealth parity index for completion rate, by sex, location, wealth quintile and education levelSE_AGP_CPRA: Adjusted gender parity index for completion rate, by sex, location, wealth quintile and education levelTarget 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracyIndicator 4.6.1: Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sexSE_ADT_FUNS: Proportion of population achieving at least a fixed level of proficiency in functional skills, by sex, age and type of skill (%)Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable developmentIndicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessmentTarget 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for allIndicator 4.a.1: Proportion of schools offering basic services, by type of serviceSE_ACS_CMPTR: Schools with access to computers for pedagogical purposes, by education level (%)SE_ACS_H2O: Schools with access to basic drinking water, by education level (%)SE_ACS_ELECT: Schools with access to electricity, by education level (%)SE_ACC_HNDWSH: Schools with basic handwashing facilities, by education level (%)SE_ACS_INTNT: Schools with access to the internet for pedagogical purposes, by education level (%)SE_ACS_SANIT: Schools with access to access to single-sex basic sanitation, by education level (%)SE_INF_DSBL: Proportion of schools with access to adapted infrastructure and materials for students with disabilities, by education level (%)Target 4.b: By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countriesIndicator 4.b.1: Volume of official development assistance flows for scholarships by sector and type of studyDC_TOF_SCHIPSL: Total official flows for scholarships, by recipient countries (millions of constant 2018 United States dollars)Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing StatesIndicator 4.c.1: Proportion of teachers with the minimum required qualifications, by education leveliSE_TRA_GRDL: Proportion of teachers who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country, by sex and education level (%)

Abstract

Statistical data reflect the socio-economic and demographic conditions of the residents of a country are useful for designing and preparation of development plans and for monitoring and evaluation of the impact of the implementation of the development plans. These statistical data include population size, age, sex, fertility, mortality, migration, literacy and education, marital status, occupation, industry, housing stocks and conditions… etc. In order to fill the gap for these socio-economic and demographic data need, Ethiopia conducted its second National population and Housing Census in October 1994.

The 1994 Population and Housing Census of Ethiopia was conducted under the auspices of the population and housing census commission that was set up under proclamation No. 32/1992. The commission was chaired by the prime minister and the members of the commission were drawn from various relevant ministries. The Central Statistical Authority served as the office of the commission (secretariat). Hence the processing, evaluation and analyses of the data collected in this census as well as its dissemination are the responsibilities of this office.

Geographic coverage

National coverage

Analysis unit

Household Person Housing unit

Kind of data

Census/enumeration data [cen]

Sampling procedure

All household in all housing units are counted. Systematic selection procedure used to decide whether to use long or short questioner. During the three days before the census day all households and housing units were listed in a separate form designed for this purpose, this list was used to identify the type of questionnaire that was to be administered to the households. One out of the fife household was selected to interview using long questionnaire, while the other four were interviewed using short questionnaire. Resident of hotels, hostels and other collective quarters were always interviewed using long questionnaire. Short questionnaire administered for the homeless persons. Weight were applied the information collected in order to let the data represent the entire population. This means the fingers presented in tables that refer disability, education, economic activity, migration, fertility, mortality and housing stock and condition represent the entire population.

The fact that the information was collected from a sample of household and not from the entire household does not make the information less reliable. In fact this process increase the quality of the information collected by reducing the work load that would have been faced if all household were covered using the long questionnaire. The reduction of work load improves the quality of the data because it is expected to facilitate a closer supervision during the field work, enable better data coding and editing, and enable the timely processing of the data collected.

Mode of data collection

Face-to-face [f2f]

Research instrument

Two type of questionnaires were used to collect census data: i) Short questionnaire ii) Long urban and rural questionnaire

The difference between the two questionnaire is number of variables. The data collected using the short questionnaire included basic information on population such as size, sex, age, language, ethnic group, religion and marital status. The data collected using the long questionnaire included information on disability, education, economic activity, migration, fertility, mortality and housing stock and condition.

Ethiopia: PISA reading scores: The latest value from is index points, unavailable from index points in . In comparison, the world average is 0.000 index points, based on data from countries. Historically, the average for Ethiopia from to is index points. The minimum value, index points, was reached in while the maximum of index points was recorded in .

Goal 4Ensure inclusive and equitable quality education and promote lifelong learning opportunities for allTarget 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomesIndicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sexSE_TOT_PRFL: Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)Indicator 4.1.2: Completion rate (primary education, lower secondary education, upper secondary education)SE_TOT_CPLR: Completion rate, by sex, location, wealth quintile and education level (%)Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary educationIndicator 4.2.1: Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sexiSE_DEV_ONTRK: Proportion of children aged 36−59 months who are developmentally on track in at least three of the following domains: literacy-numeracy, physical development, social-emotional development, and learning (% of children aged 36-59 months)Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sexSE_PRE_PARTN: Participation rate in organized learning (one year before the official primary entry age), by sex (%)Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including universityIndicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sexSE_ADT_EDUCTRN: Participation rate in formal and non-formal education and training, by sex (%)Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipIndicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skillSE_ADT_ACTS: Proportion of youth and adults with information and communications technology (ICT) skills, by sex and type of skill (%)Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situationsIndicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregatedSE_GPI_PTNPRE: Gender parity index for participation rate in organized learning (one year before the official primary entry age), (ratio)SE_GPI_TCAQ: Gender parity index of trained teachers, by education level (ratio)SE_GPI_PART: Gender parity index for participation rate in formal and non-formal education and training (ratio)SE_GPI_ICTS: Gender parity index for youth/adults with information and communications technology (ICT) skills, by type of skill (ratio)SE_IMP_FPOF: Immigration status parity index for achieving at least a fixed level of proficiency in functional skills, by numeracy/literacy skills (ratio)SE_NAP_ACHI: Native parity index for achievement (ratio)SE_LGP_ACHI: Language test parity index for achievement (ratio)SE_TOT_GPI: Gender parity index for achievement (ratio)SE_TOT_SESPI: Low to high socio-economic parity status index for achievement (ratio)SE_TOT_RUPI: Rural to urban parity index for achievement (ratio)SE_ALP_CPLR: Adjusted location parity index for completion rate, by sex, location, wealth quintile and education levelSE_AWP_CPRA: Adjusted wealth parity index for completion rate, by sex, location, wealth quintile and education levelSE_AGP_CPRA: Adjusted gender parity index for completion rate, by sex, location, wealth quintile and education levelTarget 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracyIndicator 4.6.1: Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sexSE_ADT_FUNS: Proportion of population achieving at least a fixed level of proficiency in functional skills, by sex, age and type of skill (%)Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable developmentIndicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessmentTarget 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for allIndicator 4.a.1: Proportion of schools offering basic services, by type of serviceSE_ACS_CMPTR: Schools with access to computers for pedagogical purposes, by education level (%)SE_ACS_H2O: Schools with access to basic drinking water, by education level (%)SE_ACS_ELECT: Schools with access to electricity, by education level (%)SE_ACC_HNDWSH: Schools with basic handwashing facilities, by education level (%)SE_ACS_INTNT: Schools with access to the internet for pedagogical purposes, by education level (%)SE_ACS_SANIT: Schools with access to access to single-sex basic sanitation, by education level (%)SE_INF_DSBL: Proportion of schools with access to adapted infrastructure and materials for students with disabilities, by education level (%)Target 4.b: By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countriesIndicator 4.b.1: Volume of official development assistance flows for scholarships by sector and type of studyDC_TOF_SCHIPSL: Total official flows for scholarships, by recipient countries (millions of constant 2018 United States dollars)Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing StatesIndicator 4.c.1: Proportion of teachers with the minimum required qualifications, by education leveliSE_TRA_GRDL: Proportion of teachers who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country, by sex and education level (%)

Characteristics of individual studies conducted on digital literacy level among health professionals in Ethiopia, 2023.

Univariate model for prevalence of TB among HIV patients, and prevalence of HIV among TB patients in Ethiopia, 2015–2017.

IntroductionElectronic health has the potential benefit to the health system by improving health service quality efficiency effectiveness and reducing the cost of care. Having good e-health literacy level is considered essential for improving healthcare delivery and quality of care as well as empowers caregivers and patients to influence control care decisions. Many studies have done on eHealth literacy and its determinants among adults, however, inconsistent findings from those studies were found. Therefore, this study was conducted to determine the pooled magnitude of eHealth literacy and to identify associated factors among adults in Ethiopia through systematic review and meta-analysis.MethodSearch of PubMed, Scopus, and web of science, and Google Scholar was conducted to find out relevant articles published from January 2028 to 2022. The Newcastle-Ottawa scale tool was used to assess the quality of included studies. Two reviewers extracted the data independently by using standard extraction formats and exported in to Stata version11 for meta-analysis. The degree of heterogeneity between studies was measured using I2 statistics. The publication bias between studies also checked by using egger test. The pooled magnitude of eHealth literacy was performed using fixed effect model.ResultAfter go through 138 studies, five studies with total participants of 1758 were included in this systematic review and Meta-analysis. The pooled estimate of eHealth literacy in Ethiopia was found 59.39% (95%CI: 47.10–71.68). Perceived usefulness (AOR = 2.46; 95% CI: 1.36, 3.12),educational status(AOR = 2.28; 95% CI: 1.11, 4.68), internet access (AOR = 2.35; 95% CI: 1.67, 3.30), knowledge on electronic health information sources(AOR = 2.60; 95% CI: 1.78, 3.78), electronic health information sources utilization (AOR = 2.55; 95%CI: 1.85, 3.52), gender (AOR = 1.82; 95% CI: 1.38, 2.41) were identified significant predictors of e-health literacy.Conclusion and recommendationThis systematic review and meta-analysis found that more than half of study participants were eHealth literate. This finding recommends that creating awareness about importance of eHealth usefulness and capacity building to enhance and encouraging to use electronic sources and availability of internet has para amount to solution to increase eHealth literacy level of study participants.

Sociodemographic, economic, and scheme-related characteristics of the study participants in the central zone of Sidama region, Ethiopia, 2024 (N = 835).

Determinants of CBHI enrollment among women in the central zone of Sidama region, Ethiopia, 2024 (N = 835).

Characteristics of individual studies done on eHealth literacy in Ethiopia 2022.

Socio-demographic, obstetric and community-level characteristics of women in Ethiopia, EDHS 2016.