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 in the world 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 the 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.

There is a gender gap in the literacy rate among the youth worldwide. Although the literacy rates have increased worldwide for both young men and women between 15 and 24 years, men are on average more literate than women. As of 2023, nearly 94 percent of young men and roughly 91.7 percent of women in the world were literate. A similar picture was seen for the adult population worldwide.

Morocco’s adult literacy has experienced significant growth over the past four decades, reaching a peak of 77.35 percent in 2022. This represents a 1.8 percentage point increase from the previous year, continuing a trend of steady growth in literacy rates. The adult literacy rate refers to the share of individuals aged 15 years and older who can read and write, as well as understand simple expressions about their daily lives. Gender equality in education Over the past few years, Morocco has made progress in closing the gender gap in literacy. In fact, the Gender Parity Index (GPI) in youth reached 1.0 in 2022, signifying equal literacy rates between young men and women aged 15 to 24. This improvement is also backed by the compulsory education duration of nine years, which the country maintained since 2003. So, can this progress be preserved for future generations? Education for a larger population As Morocco's literacy rates improve, the country faces the challenge of educating a growing population. Forecasts indicate the total population will increase by 1.7 million people between 2024 and 2029, reaching an estimated 39.02 million. This population growth underscores the importance of continued investment in education to maintain and improve literacy rates for future generations.

A survey conducted in the United States in August 2023 found that digital literacy among U.S. adults varied depending on the age group. Younger generations, aged 18 to 29, showed a much higher awareness of digital topics, such as online privacy, and an understanding of generative AI. However, there was a notable gap between them and individuals 65 and older. For example, only 26 percent of respondents older than 65 years could identify an example of two-factor authentication, compared to 68 percent of younger respondents.

Graph and download economic data for Expenditures: Reading by Generation: Birth Year from 1928 to 1945 (CXUREADINGLB1605M) from 2016 to 2018 about book, birth, expenditures, and USA.

Data in the Classroom is an online curriculum to foster data literacy. This Investigating Sea Level Using Data in the Classroom module is geared towards grades 6 - 12. Visit Data in the Classroom for more information.This application is the Investigating Sea Level module.This module was developed to engage students in increasingly sophisticated modes of understanding and manipulation of data. It was completed prior to the release of the Next Generation Science Standards (NGSS)* and has recently been adapted to incorporate some of the innovations described in the NGSS.Each level of the module provides learning experiences that engage students in the three dimensions of the NGSS Framework while building towards competency in targeted performance expectations. Note: this document identifies the specific practice, core idea and concept directly associated with a performance expectation (shown in parentheses in the tables) but also includes additional practices and concepts that can help students build toward a standard.*NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

Objectives: To investigate why first-generation Chinese immigrants with diabetes have difficulty obtaining, processing and understanding diabetes related information despite the existence of translated materials and translators. Design: This qualitative study employed purposive sampling. Six focus groups and two individual interviews were conducted. Each group discussion lasted approximately 90 min and was guided by semistructured and open-ended questions. Setting: Data were collected in two community health centres and one elderly retirement village in Los Angeles, California. Participants: 29 Chinese immigrants aged ≥45 years and diagnosed with type 2 diabetes for at least 1 year. Results: Eight key themes were found to potentially affect Chinese immigrants' capacity to obtain, communicate, process and understand diabetes related health information and consequently alter their decision making in self-care. Among the themes, three major categories emerged: cultural factors, structural barriers, and personal barriers. Conclusions: Findings highlight the importance of cultural sensitivity when working with first-generation Chinese immigrants with diabetes. Implications for health professionals, local community centres and other potential service providers are discussed.

Data in the Classroom is an online curriculum to foster data literacy. This Investigating El Niño Using Data in the Classroom module is geared towards grades 6 - 12. Visit Data in the Classroom for more information.This application is the Investigating El Niño module.This module was developed to engage students in increasingly sophisticated modes of understanding and manipulation of data. It was completed prior to the release of the Next Generation Science Standards (NGSS)* and has recently been adapted to incorporate some of the innovations described in the NGSS.Each level of the module provides learning experiences that engage students in the three dimensions of the NGSS Framework while building towards competency in targeted performance expectations. Note: this document identifies the specific practice, core idea and concept directly associated with a performance expectation (shown in parentheses in the tables) but also includes additional practices and concepts that can help students build toward a standard.*NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

A total of 212 8-12-year old English-educated children took part. 106 children received online one-to-one teaching in two 4-week cycles of live delivery (synchronous) vs. offline task-discussion delivery (asynchronous) over the course of the summer term. Within each cycle, each child received 2 hours of tuition per week in either synchronous or asynchronous delivery (53 children initially follow synchronous, 53 initially follow asynchronous; rotated for the second cycle). Synchronous delivery entails live interaction between the pupil and the teacher; asynchronous entails offline work by the pupil which is then discussed by pupil and teacher. Lesson content followed the structure and content of seminal intervention research studies targeting word-level literacy skills. Parity of the content and structure was ensured across Cycle 1 and 2 methods. Each lesson comprised several short-activities, tailored in part to each child’s individual needs, based on pre-test assessments. Teaching was conducted by teachers from the Miles Dyslexia Centre. All participating teachers received programme delivery training online by the investigators and project partners. We tracked literacy and language skills throughout the project using a battery of standardised measures, which were administered T1 (prior to the programme), T2 (midway through the programme) and T3 (at the end of the programme). We also collected key demographic data on all children.

COVID-19 has restructured daily life, and made normal education delivery currently impossible. It is imperative that this generation of children do not suffer long-term effects on their education, with likely personal, societal, and economic impact. Our aim is to quickly identify effective online delivery of literacy education to primary- age children. Literacy is key to educational success, yet many established teaching methods have not been designed for, nor applied remotely. In our study, children with a range of literacy abilities received remote literacy instruction. Each child received live feedback/discussion from the teacher ('synchronous') and independent work on tasks ('asynchronous'), rotated across two four-week teaching cycles. We measure the degree to which these methods improve literacy outcomes for all children, across the full spectrum of ability, compared with children not currently receiving structured formal instruction. Our study will elucidate the impacts of school closure on primary-age literacy. It may also be used to support widespread use of online teaching resources as a cost-effective supplement to classroom teaching, and will estimate the educational cost of school absences.

Graph and download economic data for Expenditures: Reading by Generation: Birth Year from 1981 to 1996 (CXUREADINGLB1608M) from 2019 to 2023 about book, birth, expenditures, and USA.

Science standards have a long history in the United States and currently form the backbone of efforts to improve primary and secondary education in science, technology, engineering, and math (STEM). Although there has been much political controversy over the influence of standards on teacher autonomy and student performance, little light has been shed on how well standards cover science content. We assessed the coverage of genetics content in the Next Generation Science Standards (NGSS) using a consensus list of American Society of Human Genetics (ASHG) core concepts. We also compared the NGSS against state science standards. Our goals were to assess the potential of the new standards to support genetic literacy and to determine if they improve the coverage of genetics concepts relative to state standards. We found that expert reviewers cannot identify ASHG core concepts within the new standards with high reliability, suggesting that the scope of content addressed by the standards may be inconsistently interpreted. Given results that indicate that the disciplinary core ideas (DCIs) included in the NGSS documents produced by Achieve, Inc. clarify the content covered by the standards statements themselves, we recommend that the NGSS standards statements always be viewed alongside their supporting disciplinary core ideas. In addition, gaps exist in the coverage of essential genetics concepts, most worryingly concepts dealing with patterns of inheritance, both Mendelian and complex. Finally, state standards vary widely in their coverage of genetics concepts when compared with the NGSS. On average, however, the NGSS support genetic literacy better than extant state standards.

A survey held in the United States in April 2023 found that 24 percent of Gen Z adults were interested in reading a book written entirely by AI, making this generation the most receptive to the idea. The same share however said they were not at all interested, though this was 10 percent less than the share among total adults. Boomers were the least interested in AI-written books.

This study explores the development and impact of digital literacy skills among teachers at Astana International School, Kazakhstan, and examines how these skills influence the teaching of Computer Science and Design to middle school students. Employing a mixed-methods approach, the research combined quantitative assessments of students’ proficiency with qualitative evaluations of teacher and student experiences, involving 71 teachers and 382 students from grades 7 to 10. The findings indicate that students taught by digitally literate teachers demonstrated significant improvements in designing and utilizing virtual reality tools, mobile applications, and other digital resources, with teachers facilitating more interactive and engaging learning environments that enhanced students’ technical skills and creative capacities. This research contributes new insights into the dynamics of digital literacy in education, emphasizing the critical role of teacher training in digital tools for enhancing educational practices and uniquely demonstrating how systematic application of digital literacy can transform educational outcomes, supporting the integration of technology in teaching, aligned with the needs and competencies of Generation Z students.

Data in the Classroom is an online curriculum to foster data literacy. This Investigating Coral Bleaching Using Data in the Classroom module is geared towards grades 6 - 12. Visit Data in the Classroom for more information.This application is the Investigating Coral Bleaching module.This module was developed to engage students in increasingly sophisticated modes of understanding and manipulation of data. It was completed prior to the release of the Next Generation Science Standards (NGSS)* and has recently been adapted to incorporate some of the innovations described in the NGSS.Each level of the module provides learning experiences that engage students in the three dimensions of the NGSS Framework while building towards competency in targeted performance expectations. Note: this document identifies the specific practice, core idea and concept directly associated with a performance expectation (shown in parentheses in the tables) but also includes additional practices and concepts that can help students build toward a standard.*NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

The global online proofreading market is experiencing robust growth, driven by the increasing demand for error-free content across various sectors. The market, estimated at $2.5 billion in 2025, is projected to exhibit a Compound Annual Growth Rate (CAGR) of 15% from 2025 to 2033. This expansion is fueled by several key factors. The rising adoption of digital communication and content creation across businesses, education, and personal use significantly increases the need for efficient and accurate proofreading solutions. Furthermore, the development of sophisticated AI-powered tools offering advanced grammar and style checking capabilities is enhancing the overall market appeal. The market is segmented by user type (Author, Student, Business Professional, Others) and pricing tiers ($5-7/month, >$7/month), reflecting diverse user needs and budget considerations. While competition is present among established players like Grammarly and ProWritingAid, the market offers ample opportunities for innovation and expansion, particularly in niche areas like specialized language support and integration with other writing tools. The growth trajectory is expected to remain positive throughout the forecast period, although challenges remain. Pricing strategies, market penetration in emerging economies, and the continuous evolution of AI capabilities will significantly influence future market dynamics. The increasing adoption of subscription models and the strategic partnerships formed between online proofreaders and content creation platforms are expected to propel growth. Furthermore, the expanding accessibility of high-speed internet and the increasing digital literacy across the globe will continue to drive market expansion. Geographic analysis reveals a strong market presence in North America and Europe, but substantial growth potential exists in rapidly developing economies in Asia and Africa as digital literacy rates continue to improve.

BackgroundNurturing physical literacy in young children offers a unique opportunity to address global physical inactivity trend. Early childhood education and care (ECEC) environments, with their extensive reach into this age group, and early childhood educators, through their daily interactions with children, are strategically positioned to influence children’s physical literacy development. However, enhancing educators’ ability to foster physical literacy requires valid and reliable assessment tools to measure holistic physical literacy constructs (i.e., cognitive, affective, behavioral) to assess the impact of physical literacy educational interventions.ObjectiveThe purpose of this study was to develop a holistic digital tool to measure physical literacy knowledge, attitudes, self-efficacy, and behaviors of early childhood educators (PLKASB-ECE) for both their professional teaching context as well as the educator’s own personal physical literacy behaviours.MethodsThis study was conducted in two phases. Phase 1 involved item generation and content validation. Phase 2 employed a cross-sectional validation study design to assess the psychometric properties of the PLKASB-ECE tool.ResultsBased on a literature review an initial 19-item instrument was developed that subsequently underwent three rounds of expert content validation. Six additional items were added, resulting in a final 25-item self-report measure with a readability score equivalent to an 8th grade reading level (Flesch-Kincaid Grade Level: 8.7). This included 1 global rating item, 2 qualitative response items, 7 knowledge items, and 15 items addressing physical literacy attitudes, self-efficacy and behaviors using a 7-point Likert response scale. The PLKASB-ECE tool was administered to 470 educators in Alberta, Canada between 2019 to 2022. The 15 items were subjected to exploratory factor analysis and resulted in a five-factor scale with one item not loading. The five-factor scale held with the final 14 items with loadings ranging from 0.481 to 0.886, Cronbach’s alpha ranging from 0.70 to 0.82, with ordinal omega ranging from 0.72 to 0.82. Usability, as assessed by completion time, was 8.15 minutes.ConclusionThese findings demonstrate good indices of reliability and validity for the PLKASB-ECE tool. This tool will be valuable as a research outcome measure for assessing educational interventions aimed at enhancing educators’ understanding, confidence, and strategies for fostering holistic concepts of physical literacy in young children within ECECs.

The Digital Skills Indicator 2.0 (DSI) is a composite indicator which is based on selected activities related to internet or software use that individuals aged 16-74 perform in five specific areas (Information and data literacy, Communication and collaboration, Digital content creation, Safety, and Problem solving). It is assumed that individuals having performed certain activities have the corresponding skills. Therefore, the indicators can be considered as proxy of individuals digital skills. The indicator is based on the EU survey on the use of ICT in households and by individuals.

The DSI methodology has been changed substantially in 2021 to reflect the Digital Competence Framework 2.0. As a consequence, 2021 is the beginning of a new time series. Data for the years before 2021 are available through the previous indicator (ISOC_SK_DSKL_I).

This study introduces the application of deep-learning technologies in automatically generating guidance for independent reading. The study explores and demonstrates how to incorporate the latest advances in deep-learning-based natural language processing technologies in the three reading stages, namely, the pre-reading stage, the while-reading stage, and the post-reading stage. As a result, the novel design and implementation of a prototype system based on deep learning technologies are presented. This system includes connections to prior knowledge with knowledge graphs and summary-based question generation, the breakdown of complex sentences with text simplification, and the auto-grading of readers' writing regarding their comprehension of the reading materials. Experiments on word sense disambiguation, named entity recognition and question generation with real-world materials in the prototype system show that the selected deep learning models on these tasks obtain favorable results, but there are still errors to be overcome before their direct usage in real-world applications. Based on the experiment results and the reported performance of the deep learning models on reading-related tasks, the study reveals the challenges and limitations of deep learning technologies, such as inadequate performance, domain transfer issues, and low explain ability, for future improvement.

This study introduces the application of deep-learning technologies in automatically generating guidance for independent reading. The study explores and demonstrates how to incorporate the latest advances in deep-learning-based natural language processing technologies in the three reading stages, namely, the pre-reading stage, the while-reading stage, and the post-reading stage. As a result, the novel design and implementation of a prototype system based on deep learning technologies are presented. This system includes connections to prior knowledge with knowledge graphs and summary-based question generation, the breakdown of complex sentences with text simplification, and the auto-grading of readers' writing regarding their comprehension of the reading materials. Experiments on word sense disambiguation, named entity recognition and question generation with real-world materials in the prototype system show that the selected deep learning models on these tasks obtain favorable results, but there are still errors to be overcome before their direct usage in real-world applications. Based on the experiment results and the reported performance of the deep learning models on reading-related tasks, the study reveals the challenges and limitations of deep learning technologies, such as inadequate performance, domain transfer issues, and low explain ability, for future improvement.

This dataset comprises data on households residing in six municipalities in the province of Noord-Brabant on January 1 1850, 1890 and 1921. It concerns the cities of Eindhoven, Gestel, Stratum, Strijp, Tongelre and Woensel. The dataset contains a random sample of more than 20.000 individuals, born between 1770 and 1930.The seven files of this relational database contain (sur/last)names, marriages, date and place of birth, occupations, religion, generation and (il)literacy of the Eindhoven population. The data set was used for the master thesis of dr. O.W.A. Boonstra:, 'De waardij van eene vroege opleiding: een onderzoek naar de implicaties van het alfabetisme op het leven van inwoners van Eindhoven en omliggende gemeenten, 1800-1920', (Hilversum 1993).The dataset was originally created by prof. dr. A.M. van der Woude (Wageningen Agricultural University) and prof. dr. H. van Dijk (Erasmus University Rotterdam) for research into the development of the population of Eindhoven in the 19th and 20th centuries.