In the past five decades, the global literacy rate among adults has grown from 67 percent in 1976 to 87.36 percent in 2023. In 1976, males had a literacy rate of 76 percent, compared to a rate of 58 percent among females. This difference of over 17 percent in 1976 has fallen to just seven percent in 2020. Although gaps in literacy rates have fallen across all regions in recent decades, significant disparities remain across much of South Asia and Africa, while the difference is below one percent in Europe and the Americas. Reasons for these differences are rooted in economic and cultural differences across the globe. In poorer societies, families with limited means are often more likely to invest in their sons' education, while their daughters take up a more domestic role. Varieties do exist on national levels, however, and female literacy levels can sometimes exceed the male rate even in impoverished nations, such as Lesotho (where the difference was over 17 percent in 2014); nonetheless, these are exceptions to the norm.

Replication Data for: Tax-Preferred Savings Vehicles: Can Financial Education Improve Asset Location Decisions? Forthcoming Review of Economics and Statistics (August 2020)

In 2023, public and non-public higher education institutions in Poland generated revenues of nearly **** billion zloty. The net financial result amounted to more than *** million zloty in this period.

The EVIDENT Discrete Choice Experiment seeks to explore the impact of energy related financial literacy, consumer motivation, point-of-sale information and demographic factors on discount rate and willingness to pay for efficient household appliances. Across a series of choice experiments, the impact of factors such as financial information (purchase price, operating cost, salience of financial information), risk reduction (i.e. extended warranty), and financial capacity (i.e. low cost loans) on implicit discount rates for home appliances is examined. Further, the impact of direct rebound rates on efficient appliance selection is examined.

The experiment consists of the following sections: 1) demographic information; 2) current home appliance purchasing behaviour; 3) financial literacy; 4) environmental literacy; 5) stated preference experiment consisting of four choice points; 6) discount rates; 7) discrete choice experiment consisting of ten choice points; and 8) questions examining direct rebound rates associated with the novel appliance selected.

As noted above, two choice experiments are included within the current use case. The first of these is a stated preference experiment which examines the impact of financial and energy framing on willingness-to-pay for energy efficient appliances. Four choice points are presented within this experiment. Choice 1 presents five identical versions of an appliance which differ only by key feature, and seeks to reduce hypothetical bias across the choice experiment. For example, for a washing machine the key features are cost, capacity, spin speed, quick wash time and pause wash functionality. Choice 2 consists of the participants initial choice (at choice 1) alongside alternatives which differ only in purchase price and energy rating, with purchase price greater for more efficient appliances (I.e. A rated appliances are most expensive; D rated appliances are least expensive). Choice 3 is similar to choice 2, however in this instance operational costs per month are also presented. Again, operational costs are lower for more efficient appliances. Choice 3 is similar to choice 3 however in this instance operational costs per year are presented.

The second choice experiment is the DCE which explores the relative impacts of risk reduction (extended warranty), and financial supports (low cost loan, loan term) on willingness to invest in more efficient energy appliances. Attributes were selected based on literature review, focus group analyses, cognitive walk-through and usability analyses. Once final attributes were determined, choice cards were developed using a fractional factorial design. A statistically efficient main-effects design with 10 choice sets was created in R studio using the idefix package. As such, participants are presented with a series of ten choice points, each consisting of two appliances and a ‘no preference’ option.

More information on the EVIDENT Discrete Choice Experiment can be found on the public deliverables of the EVIDENT project https://evident-h2020.eu/deliverables/. More specifically, the experiment's theoretical framework and motivation are described in deliverable D1.2 Assessing behavioural biases and financial literacy, in section 5 while the final design is reported in D2.2 Optimised Protocols Design

Some ** percent of adults with a university degree or higher had a financial account in Angola between November 2019 and January 2020. Elevated levels of financial inclusion were registered among Angolans with higher educational levels. For those who concluded secondary school, account ownership was at ** percent. By contrast, amid adults with just the primary, ** percent had an account with a financial institution. The share declined to only *** percent between adults without formal education. Overall, ** percent of the population in Angola was financially included by the same period.

HFC2062 - Households Where Reference Person Answered a Financial Literacy Question Correctly or Incorrectly. Published by Central Statistics Office. Available under the license Creative Commons Attribution 4.0 (CC-BY-4.0).Households Where Reference Person Answered a Financial Literacy Question Correctly or Incorrectly...

The 2019/2020 Education Statistics Digest presents statistical information on Trinidad and Tobago's formal education for 2019/2020. This includes information on educational inputs (human, financial and material resources); educational outputs (enrolment, dropouts, repeaters); and educational outcomes (examination results). The information in the Education Statistics Digest is sourced from the Annual Statistical Return (ASR), statistical reports of Technical and Vocational Education and Training (TVET) and Tertiary Institutions, and other key internal and external sources. Data on students and teachers are classified according to age, sex, class/classification, type of school, School Supervision Boundary, ethnic group and religious group. It is envisioned that the Education Statistics Digest will improve the accessibility of educational data to an ever-widening stakeholder group, which can help monitor the achievement of international, regional and national development goals, policy design and monitoring, research, and evidence-based decision-making.

Reports Fiscal Year 2020 financial statistics for weighted register allocations, weighted register allocation gaps, collective bargaining for school based staff, total budget allocations and Non FSF budget allocations per district, school and instruction level.

The Eurobarometer series is a unique cross-national and cross-temporal survey program conducted on behalf of the European Commission. These surveys regularly monitor public opinion in the European Union (EU) member countries and consist of standard modules and special topic modules. The standard modules address attitudes towards European unification, institutions and policies, measurements for general socio-political orientations, as well as respondent and household demographics. The special topic modules address such topics as agriculture, education, natural environment and resources, public health, public safety and crime, and science and technology. Eurobarometer 83.3 covered the following special topics: (1) Attitudes towards the EU, (2) Europe 2020, (3) European economy, (4) European citizenship, (5) EU budget, and (6) Economic knowledge and attitude towards statistics. Respondents' opinions were collected regarding life satisfaction, the standard of living, self-esteem, and employment. Respondents were also questioned about the economic crisis, economic expectations, and public debt. Additional questions were asked regarding national governmental statistics, EU policies, national and European identity, participation in the EU, EU membership, and democracy. Demographic and other background information collected includes age, gender, nationality, marital status, occupation, age when stopped full-time education, household composition, ownership of a fixed or mobile telephone and other goods, difficulties in paying bills, level in society, and Internet use. In addition, country-specific data includes type and size of locality, region of residence, and language of interview (select countries).

The National Center for Education Statistics' (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated point locations (latitude and longitude) for postsecondary institutions included in the NCES Integrated Postsecondary Education Data System (IPEDS). The IPEDS program annually collects information about enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid from every college, university, and technical and vocational institution that participates in federal student financial aid programs under the Higher Education Act of 1965 (as amended). IPEDS school point locations are derived from reported information about the physical _location of schools. The NCES EDGE program collaborates with the U.S. Census Bureau's Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop point locations for schools reported in the annual IPEDS file. The point locations in this data layer were developed from the 2020-2021 IPEDS collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations.All information contained in this file is in the public _domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

Economic empowerment is a promising intervention to address intimate partner violence (IPV). Recently, financial education programs have been developed and tested with survivors of IPV. However, only a few rigorous evaluations of economic empowerment interventions exist with survivors of IPV in the U.S., and none assess the language and cultural differences among Spanish-speaking survivors. This study tested and validated measures related to financial empowerment and partner violence with English and Spanish-speaking IPV survivors to address this gap. The specific objectives of the project were to: (1) Test and revise financial and abuse scales which were pre-existing or adapted from scales used in the general population for use with IPV survivors in both English and Spanish utilizing a secondary dataset, and (2) Further test and validate measures analyzed as part of Objective One with a similar sample of IPV survivors in both English and Spanish to determine if these scales are appropriate for use with IPV populations. This study was conducted in two phases to address each of its objectives. The first objective was completed during Phase I, and the second objective during Phase II. Data for Phase II was gathered through individual interviews, either face-to-face or over the phone. Interviewers used a structured questionnaire, with the nine financial and abuse scales, in the participant's preferred language, English or Spanish. These nine scales were: Financial Knowledge Scale - to determine survivors' knowledge about financial management. Financial Management Attitudes Scale - to determine survivors' attitudes about financial management. Scale of Economic Self-Efficacy - to determine survivors' confidence in their financial management abilities. Scale of Financial Behaviors - to determine survivors' actual financial management behaviors. Scale of Financial Intentions - to determine survivors' intentions to perform particular financial behaviors. Scale of Economic Self-Sufficiency - to determine survivors' abilities to accomplish financial tasks. Financial Strain Survey - to determine survivors' strain in managing their financial health. Abusive Behavior Inventory - to determine survivors' experiences with physical, emotional, and sexual violence. Scale of Economic Abuse-12 - to determine survivors' experiences with economic abuse. In addition, the questionnaire gathered demographic information including: age, ethnicity, employment status, education level, marital status, and annual income.

This audit focused on whether Employment and Social Development Canada and the Canada Revenue Agency efficiently managed financial assistance to post-secondary students and the risks to the public purse, while helping students attend colleges and universities. The audit also focused on whether the Financial Consumer Agency of Canada collaborated with stakeholders to strengthen students’ financial literacy.

This audit focused on whether Employment and Social Development Canada and the Canada Revenue Agency efficiently managed financial assistance to post-secondary students and the risks to the public purse, while helping students attend colleges and universities. The audit also focused on whether the Financial Consumer Agency of Canada collaborated with stakeholders to strengthen students’ financial literacy.

This package contains the survey data and documentation for “Is Digital Credit Filling a Hole or Digging a Hole? Evidence from Malawi,” by Valentina Brailovskaya, Pascaline Dupas, and Jonathan Robinson. It contains data collected in Malawi between the Fall of 2019 and the Spring of 2020, as well as the survey instruments used to collect it. For more information, please see the readme. The abstract of the paper is as follows: "Digital credit has expanded rapidly in Africa, with opaque loan terms amidst low consumer financial literacy. Rich data from Malawi shows substantial demand for a digital loan with a base interest rate of 10% over 15 days, yet most borrowers are not aware of loan terms, repay late and incur substantial late fees. Regression discontinuity analyses show no evidence that access to small digital loans harms consumers’ perceived well-being. A short, randomized, phone-based financial literacy intervention improved knowledge but did not increase timely loan repayment, and modestly increased loan demand, ultimately increasing the likelihood of ever defaulting.

Colombia CO: Current Education Expenditure: Secondary: % of Total Expenditure in Secondary Public Institutions data was reported at 95.914 % in 2020. This records an increase from the previous number of 94.672 % for 2019. Colombia CO: Current Education Expenditure: Secondary: % of Total Expenditure in Secondary Public Institutions data is updated yearly, averaging 95.921 % from Dec 2004 (Median) to 2020, with 15 observations. The data reached an all-time high of 100.000 % in 2009 and a record low of 91.486 % in 2013. Colombia CO: Current Education Expenditure: Secondary: % of Total Expenditure in Secondary Public Institutions data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Colombia – Table CO.World Bank.WDI: Social: Education Statistics. Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Median;

The DIECovidSurvey was conducted by the German Institute for Adult Education (DIE) in collaboration with the Deutscher Volkshochschul-Verband e.V. (dvv) in fall 2020 to examine the impact of the Corona pandemic on German adult education centers (vhs). The questionnaire was developed jointly by DIE and dvv. The core of the survey is detailed information about the range of events offered during the first lockdown in spring and early summer 2020, when events in attendance were prohibited. The questionnaire collects detailed information for each program area on the number of courses and individual events planned before the lockdown and actually held during the lockdown, as well as the event format (face-to-face/blended learning/online). Further contents of the survey concern the personnel and financial situation, the available space, effects of the pandemic on participant groups, the use of digital technologies including vhs.cloud, the inclusion of corona-related events in the program, assessments of the situation at the time of the survey, as well as future strategies and perceived challenges with regard to digitization and program design. The survey was conducted as an online survey in LimeSurvey, with an invitation to participate sent to all German vhs. (Project) Topics: Pre-pandemic room availability, semester rhythm and corona-related closing times, fee contracts, study trips/travel; Events offered: Politics - Society - Environment, Culture - Design, Health, Languages, Integration Courses and DeuFöV Courses, Qualifications for Working Life, School Leaving Certificates, Basic Education; Changes in course participants, summer programme 2020, current rooms and fee contracts, event planning autumn 2020, comparison of event offers autumn 2020/2019, difficulties in planning face-to-face events, difficulties in planning digital learning offers; Previous experience with digital learning offers & vhs.cloud, use of vhs.cloud, changes in cloud users, experience with digital learning offers in Pandemic, influence of Pandemic on digital learning offers; Failures and repayments of participation fees, public support measures, financial burdens, reference of educational offers to COVID-19, challenges Das DIECovidSurvey wurde vom Deutschen Institut für Erwachsenenbildung (DIE) in Zusammenarbeit mit dem Deutschen Volkshochschulverband (dvv) im Herbst 2020 durchgeführt, um die Auswirkungen der Corona-Pandemie auf die deutschen Volkshochschulen (vhs) zu untersuchen. Der Fragebogen wurde von DIE und dvv gemeinsam entwickelt. Kernstück der Befragung sind detaillierte Angaben über das Veranstaltungsangebot im ersten Lockdown im Frühling und Frühsommer 2020, als Veranstaltungen in Präsenz untersagt waren. Der Fragebogen erhebt detailliert für jeden Programmbereich die Zahl der vor Lockdown geplanten sowie im Lockdown tatsächlich durchgeführten Kurse und Einzelveranstaltungen sowie das Veranstaltungsformat (Präsenz/Blended Learning/Online). Weitere Inhalte der Befragung betreffen die personelle und finanzielle Situation, das verfügbare Raumangebot, Auswirkungen der Pandemie auf Teilnehmendengruppen, die Nutzung digitaler Technologien inklusive der vhs.cloud, die Aufnahme coronabezogener Veranstaltungen ins Programm, Einschätzungen der Lage zum Befragungszeitpunkt, sowie zukünftige Strategien und wahrgenommene Herausforderungen in Bezug auf Digitalisierung und Programmgestaltung. Die Erhebung wurde als Online-Befragung in LimeSurvey durchgeführt, wobei eine Aufforderung zur Teilnahme an alle deutschen vhs erging. (Projekt)

This statistic shows the distribution of graduate student financial aid sources for higher education in the United States from 1999/2000 to 2019/2020. In the academic year 2019/2020 ** percent of graduate student aid was in the form of loans.

AE: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data was reported at 79.464 % in 2021. This records an increase from the previous number of 73.881 % for 2020. AE: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data is updated yearly, averaging 73.881 % from Dec 2019 (Median) to 2021, with 3 observations. The data reached an all-time high of 79.464 % in 2021 and a record low of 73.767 % in 2019. AE: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United Arab Emirates – Table AE.World Bank.WDI: Social: Education Statistics. Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Median;