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.

In Sweden, the number of students participating in different types of education remained stable for both genders during the first half of the last decade, but has increased steadily since 2015. Furthermore, there are far more women participating in education in Sweden than men, 657,000 and 507,000, respectively. In 2021, a total of 1.2 million people participated in education in Sweden.

Women dominate higher education

The main reason behind the high number of women in education is that they dominate in higher education in terms of number of students. Almost 234,000 students in higher education are women, compared to 149,000 men. Furthermore, there are more women in the group 'other students' and in adult education as well.

Youth the largest age group

In 2021, youth between 16 and 18 years of age made up the largest age group in education in Sweden with above 337,000. In higher education, students between 20 and 24 made up the largest age group.

In 2021, the highest number of students in Sweden were between 16 to 18 year-old, amounting to over 335,000 students. Students between the ages 19 and 24 followed with roughly 308,000. The smallest age group, aged between 55 and 64 years, consisted of 23,000 students. A total of 1.16 million people studied in Sweden in 2021.

The share of people reading books each day in Sweden increased by four percentage points in the last year, and reached 52 percent in 2023. Children and youths aged between nine and 14 years old are the most likely group to read books daily, followed by older adults aged 65 to 85 years old.

In 2023, more women than men had a post-secondary education of three years or more in Sweden. In detail, 29 percent of the Swedish women and 19 percent of the Swedish men had attained that education level. On the other hand, a higher share of men than women had a form of upper secondary education. More than one fourth of men and one fifth of women had an upper secondary education of three years. Women’s access to education More women than men completing post-secondary education programs is not a trend limited to Sweden. Across all OECD countries in 2021, more women were first-time higher education students than men. A large portion of these women are entering into healthcare and education programs, while less than a quarter are entering into science, technology, engineering, and mathematics (STEM) programs. Issues facing Swedish women today While more Swedish women are accessing education and leading autonomous lives, they still face many gender-based issues. In 2022, domestic abuse, equal pay, and sexual violence were all cited as top gender issues for Swedish women. More Swedish women than men report feeling unsafe at night, and for both genders, concerns about crime are increasing.

Study aid in Sweden by Age (youth), Population County, Reading Year, Gender and Dimensions: Number of persons, amount paid

Study Aid in Sweden by School, Place of Education, Reading Year, Gender and Number of Persons

Of the foreigners living in Sweden, people from North and Central America as well as Oceania had the highest education levels, with respectively 50 and 46 percent having a post-secondary education of three years or more. An upper secondary education was the most common education among people from other Nordic countries and European countries outside the Nordics and the European Union. Meanwhile, nearly 30 percent of people from Africa had a primary education or lower.

Do forest owners’ levels of education or value profiles explain their responses to climate change? The cultural cognition thesis (CCT) has cast serious doubt on the familiar and often criticized "knowledge deficit" model, which says that laypeople are less concerned about climate change because they lack scientific knowledge. Advocates of CCT maintain that citizens with the highest degrees of scientific literacy and numeracy are not the most concerned about climate change. Rather, this is the group in which cultural polarization is greatest, and thus individuals with more limited scientific literacy and numeracy are more concerned about climate change under certain circumstances than those with higher scientific literacy and numeracy. The CCT predicts that cultural and other values will trump the positive effects of education on some forest owners' attitudes to climate change. Here, using survey data collected in 2010 from 766 private forest owners in Sweden and Germany, we provide the first evidence that perceptions of climate change risk are uncorrelated with, or sometimes positively correlated with, education level and can be explained without reference to cultural or other values. We conclude that the recent claim that advanced scientific literacy and numeracy polarizes perceptions of climate change risk is unsupported by the forest owner data. In neither of the two countries was university education found to reduce the perception of risk from climate change. Indeed in most cases university education increased the perception of risk. Even more importantly, the effect of university education was not dependent on the individuals' value profile.

Overview of issues identified in the cognitive interviews and how they were addressed.

IntroductionSelf-efficacy for writing (SEW) and reading ability are some of several factors that may be related to the quality of written text that students produce. The aim of the current study was (1) to explore the variation in SEW and written text quality in L1-Swedish and L2-English among upper secondary students with different reading profiles in L1 (typical reading vs. reading difficulties) and with different study backgrounds (SB1year or SB2years = one or two years of studies of Swedish and English, respectively), and in the next step (2) to explore if individual variations in L1-reading and SEW may explain variation in written text quality.MethodsParticipants were 100 upper secondary students (aged 17–18) with different reading profiles operationalized as typical reading and reading difficulties. Data consisted of screening for word recognition and reading comprehension, text quality results from argumentative L1- and L2-writing tasks, school information on study background in Swedish/English, and students’ responses from an online survey about SEW.ResultsAs to SEW results, an ANOVA revealed significant main effects for reading profile and study background in L1, but in L2 there was only a significant main effect for reading profile. Written text quality results indicated that there was a significant interaction effect between reading profile and study background in L1, indicating that the significant main effect for reading profile on written text quality was influenced by the group of students with reading difficulties and SB1year. There was a significant main effect for reading profile and study background on written text quality in L2. Students with reading difficulties and SB1year were the most vulnerable group, and they had the lowest scores in L1/L2 SEW and written text quality in L1 and L2. Multiple regression results indicated that word recognition and SEW contributed significantly to L1-text quality, and word recognition, reading comprehension, and SEW contributed significantly to L2-text quality. Thus, this study sheds light on the under-researched area of L1/L2 SEW and text quality of students with reading difficulties at the level of upper secondary school.DiscussionPedagogical implications are discussed and highlight the need for writing instruction across subjects in upper secondary school and for extra writing support/scaffolding for students with reading difficulties and shorter study background in the language subjects L1 (Swedish) and L2 (English).

Predicted probabilities for strengths of belief in having experienced the effects of climate change based on value profile and relative risk ratios for strengths of belief in having experienced the effects of climate change based on value profile (Forest users/other) among Swedish respondents (S7 Table).

By 2023, 81 percent of male internet users in Sweden used the internet to access online new sites, newspapers, or news magazines. Among women, this share was slightly lower and amounted toc79 percent. The European questionnaire on Information and Communication Technologies Data reveals that there exists a disparity between the internet usage of people according to gender. This disparity although present in most countries, differs widely in its severity.

In 2023, the most common age of book readers in Sweden was 9 to 14 years, with 68 percent of them reporting reading books on a daily basis. By contrast, 49 percent of those aged 15 to 24 years old did the same.

Reading e-books in Sweden was most common among 26 to 45-year-olds, according to a survey from the third quarter of 2020. Over one third used the internet to read e-books at least sometimes. Three percent of respondents of this age even read on a daily basis.

A survey conducted in Sweden between January and February 2023 revealed that five percent of people aged eight years old or above read e-books on a weekly basis, whereas three percent read them daily. More respondents had read e-books at least once in the last year, with 13 percent saying that they had done so.

This statistic displays a survey on the share of children reading e-books on the internet in Sweden in 2019, by frequency. During the survey period, three percent of Swedish respondents stated to have read e-books on a daily basis.

According to a survey on internet habits among children in Sweden in 2019, reading e-books was not very popular among the Swedish kids. While only two percent of the boys read e-books every day, another 76 percent stated to have never read an e-book online.

A survey between January and February 2022 in Sweden found that 31 percent of respondents read online daily newspapers every day in the last 12 months. This was significantly higher than the share of Swedes who read printed daily newspapers on a daily basis, which at the time of survey was under 17 percent.

This statistic shows a survey on frequency of reading e-books on the internet in Sweden in 2019, by gender. During the survey period, three percent of female respondents in Sweden stated to have read e-books on the internet daily.