In 2022, the rate of adult literacy as share of the country's population 15 years and above in Guatemala increased by two percentage points (+2.47 percent) compared to 2018. Therefore, the rate of adult literacy in Guatemala reached a peak in 2022 with 83.03 percent. Over the observed period, the rate of adult literacy has been subject to fluctuation.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.

Guatemala GT: Literacy Rate: Youth: % of People Age 15-24 data was reported at 94.354 % in 2014. This records an increase from the previous number of 91.852 % for 2013. Guatemala GT: Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 91.852 % from Dec 1994 (Median) to 2014, with 5 observations. The data reached an all-time high of 94.354 % in 2014 and a record low of 75.988 % in 1994. Guatemala GT: Literacy Rate: Youth: % of People Age 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Guatemala – Table GT.World Bank.WDI: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Guatemala: Literacy rate: The latest value from 2022 is 83.03 percent, an increase from 81 percent in 2018. In comparison, the world average is 80.97 percent, based on data from 54 countries. Historically, the average for Guatemala from 1994 to 2022 is 76.65 percent. The minimum value, 64 percent, was reached in 1994 while the maximum of 83.03 percent was recorded in 2022.

Literacy rate, adult total (% of people ages 15 and above) in Guatemala was reported at 83.03 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Guatemala - Literacy rate, adult total (% of people ages 15 and above) - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

In 2022, the youth literacy rate (people aged 15-24) in Guatemala remained nearly unchanged at around 94.98 percent. Still, 2022 marked the second consecutive decline of the youth literacy rate. The youth literacy rate refers to the share of individuals between the ages of 15 and 24 and who can read and write as well as understand simple expressions about their daily lives.

Guatemala GT: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 81.286 % in 2014. This records an increase from the previous number of 77.039 % for 2013. Guatemala GT: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 77.039 % from Dec 1994 (Median) to 2014, with 5 observations. The data reached an all-time high of 81.286 % in 2014 and a record low of 64.212 % in 1994. Guatemala GT: Literacy Rate: Adult: % of People Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Guatemala – Table GT.World Bank: Education Statistics. Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Literacy rate, youth male (% of males ages 15-24) in Guatemala was reported at 95.86 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Guatemala - Literacy rate, youth male (% of males ages 15-24) - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

The literacy rate of people ages 15 years and over in Guatemala was estimated at approximately 83.03 percent in 2022. Between 1994 and 2022, the rate rose by around 19.03 percentage points, though the increase followed an uneven trajectory rather than a consistent upward trend.

Guatemala GT: Literacy Rate: Adult Male: % of Males Aged 15 and Above data was reported at 86.756 % in 2014. This records an increase from the previous number of 82.721 % for 2013. Guatemala GT: Literacy Rate: Adult Male: % of Males Aged 15 and Above data is updated yearly, averaging 82.721 % from Dec 1994 (Median) to 2014, with 5 observations. The data reached an all-time high of 86.756 % in 2014 and a record low of 71.706 % in 1994. Guatemala GT: Literacy Rate: Adult Male: % of Males Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Guatemala – Table GT.World Bank.WDI: Education Statistics. Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Literacy rate, adult male (% of males ages 15 and above) in Guatemala was reported at 88.36 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Guatemala - Literacy rate, adult male (% of males ages 15 and above) - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

Guatemala GT: Literacy Rate: Adult Female: % of Females Aged 15 and Above data was reported at 76.371 % in 2014. This records an increase from the previous number of 72.128 % for 2013. Guatemala GT: Literacy Rate: Adult Female: % of Females Aged 15 and Above data is updated yearly, averaging 72.128 % from Dec 1994 (Median) to 2014, with 5 observations. The data reached an all-time high of 76.371 % in 2014 and a record low of 57.293 % in 1994. Guatemala GT: Literacy Rate: Adult Female: % of Females Aged 15 and Above data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Guatemala – Table GT.World Bank.WDI: Education Statistics. Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Literacy rate, youth female (% of females ages 15-24) in Guatemala was reported at 94.21 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Guatemala - Literacy rate, youth female (% of females ages 15-24) - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

Guatemala: Male literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Guatemala de 1994 à 2022. La valeur moyenne pour Guatemala pendant cette période était de 91.85 pour cent avec un minimum de 82 pour cent en 1994 et un maximum de 96.67 pour cent en 2015.

Guatemala GT: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 93.269 % in 2014. This records an increase from the previous number of 89.770 % for 2013. Guatemala GT: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 89.770 % from Dec 1994 (Median) to 2014, with 5 observations. The data reached an all-time high of 93.269 % in 2014 and a record low of 70.722 % in 1994. Guatemala GT: Literacy Rate: Youth Female: % of Females Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Guatemala – Table GT.World Bank: Education Statistics. Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

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 (%)

IntroductionThis study examines how Digital Community Centers (DCCs) contribute to the empowerment of indigenous Mayan women in Northern Huehuetenango, Guatemala. Although rural and indigenous communities remain largely excluded from digitalization, the DCC model aims to narrow the digital gap by providing internet access, basic computer training, and workshops on positive masculinities.MethodsWe employed a mixed-methods approach, including 10 semi-structured focus groups and 43 surveys. The survey assessed digital literacy and gender attitudes using the GNDR-4 and GEM scales.ResultsFindings show significant improvements in women's digital skills after a short training period. These gains enabled participants to reduce travel time for tasks such as processing government documents and to launch small-scale economic initiatives. Participants who attended the positive masculinity training—both men and women—reported more equitable attitudes toward women's leadership and decision-making.DiscussionDespite these gains, participants stressed ongoing barriers—most notably limited infrastructure, constrained financial resources, and insufficient institutional support—that hamper the long-term viability of the DCCs. They also noted a need for more detailed and standardized training on gender topics to sustain changes in attitudes over time. In conclusion, DCCs offer a promising strategy for bridging the digital divide and facilitating women's socio-economic participation, but further research with larger samples and longer follow-up periods is warranted to confirm and expand upon these initial findings.

GT：性别对等指数（GPI）：非文盲率：青年15-24岁在12-01-2014达0.977Ratio，相较于12-01-2013的0.953Ratio有所增长。GT：性别对等指数（GPI）：非文盲率：青年15-24岁数据按年更新，12-01-1994至12-01-2014期间平均值为0.953Ratio，共5份观测结果。该数据的历史最高值出现于12-01-2014，达0.977Ratio，而历史最低值则出现于12-01-1994，为0.865Ratio。CEIC提供的GT：性别对等指数（GPI）：非文盲率：青年15-24岁数据处于定期更新的状态，数据来源于World Bank，数据归类于全球数据库的危地马拉 – 表 GT.世行.WDI：教育统计。