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

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

This graphic depicts the illiteracy rate in France in 2004 and in 2011, by gender. In 2004, nearly ** per cent of illiterate people were male, against an estimated ** per cent of women.

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

Historical dataset showing St. Martin (French part) literacy rate by year from N/A to N/A.

As of 2024, ** percent French children aged between 7 to 12 years old read less than a hour a week, for a total of ** minutes a day for that group age. According to the source, the time spent reading among young French people dropped by ** minutes in comparison to 2022.

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.

In the beginning of 2024, the "Centre national du livre" (CNL) launched a survey to examine the reading habits of the youth in France and to have a better understanding of their reading motivation or their lack of it. In this context, the respondents of the survey were asked whether or not they have ever read a book (including comics and manga) as a digital version. According to the source, a share of ** percent of the French youth stated to have read at least on book on a screen.

Modern states are distinguished by the breadth and depth of public regulation over private affairs. This aspect of state capacity and state power is predicated on frequent and dense encounters between the state and the population it seeks to control. We argue that literacy in the language of state administration facilitates state-society interaction by lowering the transaction costs of those encounters. We support this claim with evidence drawing upon detailed historical data from 19th century France during a crucial period of state- and nation-building. Focusing on the specific domain of French marriage regulations, we find that increasing literacy predicts greater popular involvement with local authorities across French regions over time. These results demonstrate that literacy plays an important role in political development not solely by enhancing loyalty to the state, as the literature has recognized, but also by lowering linguistic and human capital barriers to state-society interaction.

In the beginning of 2022, the "Centre national du livre" (CNL) launched a survery to examine the reading habits of the youth in France and to have a better understanding of their reading motivation or their lack of it. The respondents of the survey were asked how many books they had been reading in the previous three month, either for school and work, or for personal pleasure. According to the source, the number of books read out of necessity remained relatively stable throughout the different age groups, reaching an average number of more than *** books for boys and girls aged ***** to **** (*** and *** books) as well as male readers aged 20 to 25 (*** books)

BackgroundShort versions of the European Health Literacy Survey (HLS-EU) questionnaire are increasingly used to measure and compare health literacy (HL) in populations worldwide. As no validated versions of these questionnaires have thus far appeared in French, this study aimed to study the psychometric properties of the French translation of the 16- and 6-item short versions (HLS-EU-Q16 and HLS-EU-Q6), including their measurement invariance across sex, age, and education level.MethodsA consensual French version of the HLS-EU-Q16 and HLS-EU-Q6 was developed by following the current recommendations for transcultural questionnaire adaptation. It was then completed by 317 patients recruited in waiting rooms of general practitioners in the Paris area (France). Structural validity was studied with the Rasch model for the HLS-EU-Q16 and confirmatory factorial analysis (CFA) for the HLS-EU-Q6. Concurrent and convergent validity, respectively, were assessed by scores on the Functional Communicative Critical Health Literacy (FCCHL) questionnaire and the physicians’ evaluations of their patient’s HL.ResultsThe 16 items of the HLS-EU-Q16 were Rasch homogenous but meaningful differential item functioning (DIF) was found across sex, age, and/or education level for eight items. The CFA model fit for the HLS-EU-Q6 was poor. The overall scores for both HLS-EU short versions correlated poorly with the FCCHL scores. Similarly, HL levels defined using either short-version score did not agree with physicians’ HL assessments.ConclusionThe French version of the HLS-EU-Q16 has acceptable psychometric properties, despite meaningful DIF for age, sex and education level and a poor discriminative power among subjects with average to high HL level. We recommend its use to measure HL in populations with sufficient reading skills to discriminate between subjects with low to average HL. Also, sensitivity analyses should be performed to evaluate the potential measurement bias due to DIF. Our results did not demonstrate the validity of the HLS-EU-Q6.

ABSTRACT In this article, we aim to present the didactic model of the text genre scientific paper in French and, then, show the didactic sequence designed to teach how to write this genre. The activities were based on the concepts of the Socio-discursive Interactionism (Bronckart 1999/2003), which relies on the Vygotskian theoretical framework. The didactic model and the didactic sequence were produced as part of a pilot study that suggested the use of the didactic sequence in order to teach how to write papers in French to Undergraduate students that were enrolled in a French Literature course. This experience was conducted within a partnership with the Laboratory of Academic Literacy.

We used the SLAVACO Wave 3 – SESSTIM, a survey conducted in December 2021 among a sample of 2,022 individuals, representative of the French adult population. We investigated factors associated with the attitude towards vaccines using respondents’ different socio-demographic data, health literacy levels and the healthcare system confidence levels using a multinomial logistic regression analysis.

Abstract

The Education Experience Survey and Literacy Assessment was conducted in Shefa Province, Vanuatu in April, 2011 for Ni-Vanuatu aged from 15 to 60 years. The full report analyses in detail the results of the survey and literacy assessment and highlights correlations between respondents’ educational experience and their literacy levels, employment and income. The survey was aimed at rural Shefa Province so did not cover the capital Port Vila.

The survey and literacy assessment instrument and methodology has been designed to collect accurate and staitsially significant information about education and language experience and also assess acutul literacy levels at the provincial, village and individual level.

The results provide accurate, statistically significant primary data about the education experience of Ni-Vanuatu in Shefa Province.

Geographic coverage

Shefa Province, Vanuatu not including Port Vila. Eight out of the total of 15 islands within the Province mapping were randomly selected.

The villages surveyed were located on islands of Efate, Lelepa, Nguna, Emau, Emae, Buninga, Tongoa, and Laman Island (Epi). The villages in which the survey took place were Mele, Emua, Takara/Sara, Ekipe, Pangpang, Eton, Teoma, Etas, Lelepa,Utanlang, Taloa, Marou, Wiana, Buninga, Tongamea, Sangava, Euta, Matangi/Itakoma, Lumbukiti and Laman.

Analysis unit

Household Individual (Ni-Vanuatu aged from 15 to 60 years).

Universe

The survey covered all people who normally resided in a selected household, between the ages of 15 and 60 years (inclusive).

Kind of data

Sample survey data [ssd]

Sampling procedure

The survey was conducted in households in randomly selected rural communities across 8 systematically selected islands out of the 15 islands of Shefa Province. Port Vila was consciously not included, but such a similar exercise in Port Vila would also be very worthwhile. Eight out of the total of 15 islands within the Province mapping were randomly selected. All people who normally resided in a selected household, between the ages of 15 and 60 years (inclusive), were invited to participate in the survey.

The literacy assessment questions were addressed only to respondents who declared an ability to read one of the official languages - English, French or Bislama. With regard to the sampling methodology, great care was taken to ensure that statistically significant results were obtained. The minimum required sample size was calculated using 2009 National Census population figures that indicated the total target population - those people between the ages of 15 to 60 - to be 57,174. The required sample size was 2.36% of the total population, meaning that the number of respondents required was 1,350 people.

This minimum sample size was then used to guide the number of households that needed to be surveyed. It was assumed that a household would typically contain at least three eligible people (15-60 years). As such, it was planned that 20 villages, with 30 households within each village, and an average of three people per household should be interviewed.

Sampling deviation

There was no deviation from sample design.

Mode of data collection

Face-to-face [f2f]

Research instrument

The survey instrument contains five sections as follows: 1. Individual profile 2. Education experience 3. Language experience 4. Literacy assessment 5. Employment experience

The Individual Profile section of the survey was designed to capture information about the respondents’ gender and age, to allow disaggregation analysis. The first section of the survey also included questions relating to the respondents’ number of children, sources of information used in the previous month, and the respondents’ attitudes to literacy and education.

The second and third parts of the survey were designed to capture information about the respondents’ educational and language experience. The questions in the second part of the survey, explored the education history of the individual, including the highest level of schooling attended and attained, as well as reasons behind non-completion where appropriate.

The third part of the survey questionnaire explored respondents’ language preferences in different situations, and asked respondents to self-declare their literacy status.

The fourth part of the survey is the literacy assessment, which was administered to those participants who self-declared an ability to read one of the three official languages - English, French or Bislama. Therefore, those respondents who indicated in Part 3 that they could read easily, or read some of their preferred official language, participated in the literacy assessment. In contrast, those respondents who indicated that they could not read one of the official languages, did not undertake the literacy assessment and were classified as nonliterate.

The fifth part of the survey looked at the employment experience of respondents. It was designed to extract information about individuals’ participation in the formal economy through cash -paying employment.

Cleaning operations

The survey results were encoded using the Census & Survey Processing System (CSPro) and the data was analysed using the Statistical Package for the Social Sciences (SPSS). For further explanatory notes on the survey analysis, see Appendix C of the External Resource entitled Vanuatu Rural ShefaProvince Education Experience Survey and Literacy Assessment Report

Response rate

100% response rate.

The required sample size was 2.36% of the total population, meaning that the number of respondents required was 1,350 however of the1,350 households selected for the sample, in Shefa Province 1475 interviews were conducted, which is above the minimum sample size of 1,350 people. The survey sample comprised 628 males (42.6%) and 846 females (57.4%). All respondents were between the ages of 15 and 60 years, so as to encompass both the youth and adult demographic.

In the beginning of 2024, the "Centre national du livre" (CNL) launched a survey to examine the reading habits of the youth in France and to have a better understanding of their reading motivation or their lack of it. In this context, the respondents of the survey were asked whether or not they have ever listened to an audio book, including those recorded on story boxes. According to the source, a share of ** percent of the French youth stated to have already listened to an audio book - the lowest share compared to those of digital books or podcasts.

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

Items from the HLS-EU-Q16 with meaningful differential item functioning across sex, age, or education level.

The goal of the proposed study was to obtain a literacy profile for immigrants living in Ontario, in the reading of either English or French. In particular, immigrants from the Caribbean with a mother tongue of English and immigrants with a mother tongue of Chinese, Polish, Spanish, Portuguese and Italian were profiled. Further, the study measured Ontarios immigrants perceived skills in English or French and in their own mother tongue (if applicable) as well as perceived needs with regard to training and the barriers which may restrict access to such training. The central element of the survey was the direct assessment of the literacy skills of Ontario immigrants using commonplace tasks of varying degree of difficulty drawn from a range of topic and knowledge areas. This information was supported by the collection of background information on respondents. In addition, the background questionnaire included questions on the self-assessment of literacy skills of respondents, on the training which the respondent has taken in the year previous to the survey and on the perceived barriers to realizing enhanced literacy skill levels.Each interview was approximately 1.5 hours in duration and consisted of a half-hour questionnaire, asking demographic and literacy-related questions as well as a one-hour literacy test. This literacy test was derived from that used in the 1994 International Adult Literacy Survey (IALS) and covered the domains of document and quantitative literacy. An overall response rate to the survey of 76% was achieved, resulting in 4,648 respondents.

IntroductionPluriprofessional and coordinated healthcare use is recommended for Alzheimer's Disease and Related Diseases (ADRD). Despite a protective health system, France is characterized by persistent and significant social inequalities in health. Although social health inequalities are well documented, less is known about social disparities in healthcare use in ADRD, especially in France. Therefore, this study aimed to describe healthcare use according to socioeconomic deprivation among ADRD subjects and the possible potentiating role of deprivation by age.MethodsWe studied subjects identified with incident ADRD in 2017 in the French health insurance database (SNDS). We described a large extent of their healthcare use during the year following their ADRD identification. Deprivation was assessed through French deprivation index (Fdep), measured at the municipality level, and categorized into quintiles. We compared healthcare use according to the Fdep quintiles through chi-square tests. We stratified the description of certain healthcare uses by age groups (40–64 years, 65–74 years, 75–84 years, 85 years, and older), number of comorbidities (0, 1, 2–3, 4 comorbidities and more), or the presence of psychiatric comorbidity.ResultsIn total, 124,441 subjects were included. The most deprived subjects had less use of physiotherapy (28.56% vs. 38.24%), ambulatory specialists (27.24% vs. 34.07%), ambulatory speech therapy (6.35% vs. 16.64%), preventive consultations (62.34% vs. 69.65%), and were less institutionalized (28.09% vs. 31.33%) than the less deprived ones. Conversely, they were more exposed to antipsychotics (11.16% vs. 8.43%), benzodiazepines (24.34% vs. 19.07%), hospital emergency care (63.84% vs. 57.57%), and potentially avoidable hospitalizations (12.04% vs. 10.95%) than the less deprived ones.Discussion and conclusionThe healthcare use of subjects with ADRD in France differed according to the deprivation index, suggesting potential health renunciation as in other diseases. These social inequalities may be driven by financial barriers and lower education levels, which contribute to health literacy (especially for preventive care). Further studies may explore them.

Data about the number of students enrolled in second language courses. Information is specific to publicly funded secondary schools at the provincial level. Second language courses include:

• APD (Anglais pour debutant)
• ALF (Actualisation linguistique en français)
• PDF (Perfectionnement linguistique du français)
• ESL (English as a Second Language)
• ELD (English Literacy Development)
• FSL (French as a Second Language)
• NL (Native Languages)

Data includes:

• course code
• course description
• grade
• pathway or destination
• enrolment

Note: Students enrolled in a course more than once are counted each time they enroll.

Source: Course enrolment data is reported by schools to the Ontario School Information System. The following secondary schools are included:

• public
• Catholic

To protect privacy, numbers are suppressed in categories with less than 10 students.

Note:

• Starting 2018-2019, enrolment numbers have been rounded to the nearest five.
• Where sum/totals are required, actual totals are calculated and then rounded to the nearest 5. As such, rounded numbers may not add up to the reported rounded totals.

Related

• French as a Second Language enrolment
• College enrolment
• College enrolments - 1996 to 2011
• University enrolment
• Enrolment by grade in secondary schools
• School enrolment by gender
• Course enrolment in secondary schools
• Enrolment by grade in elementary schools