Portugal PT: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 99.480 % in 2011. This records an increase from the previous number of 99.258 % for 1991. Portugal PT: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 99.258 % from Dec 1981 (Median) to 2011, with 3 observations. The data reached an all-time high of 99.480 % in 2011 and a record low of 98.222 % in 1981. Portugal PT: 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 Portugal – Table PT.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).

Graph and download economic data for Literacy Rate, Adult Total for Portugal (SEADTLITRZSPRT) from 1981 to 2021 about literacy, Portugal, adult, and rate.

Historical dataset showing Portugal literacy rate by year from 1981 to 2021.

Actual value and historical data chart for Portugal Elderly Literacy Rate Population 65 Years Both Sexes Percent

Literacy rate, adult total (% of people ages 15 and above) in Portugal was reported at 96.78 % in 2021, according to the World Bank collection of development indicators, compiled from officially recognized sources. Portugal - Literacy rate, adult total (% of people ages 15 and above) - actual values, historical data, forecasts and projections were sourced from the World Bank on October of 2025.

Portugal: Female literacy rate, ages 15-24: The latest value from 2021 is 99.75 percent, an increase from 99 percent in 2011. In comparison, the world average is 92.58 percent, based on data from 58 countries. Historically, the average for Portugal from 1981 to 2021 is 98.94 percent. The minimum value, 98 percent, was reached in 1981 while the maximum of 99.75 percent was recorded in 2021.

Portugal: Male literacy rate, ages 15-24: The latest value from 2021 is 99.68 percent, an increase from 99 percent in 2011. In comparison, the world average is 94.32 percent, based on data from 58 countries. Historically, the average for Portugal from 1981 to 2021 is 98.92 percent. The minimum value, 98 percent, was reached in 1981 while the maximum of 99.68 percent was recorded in 2021.

Actual value and historical data chart for Portugal Literacy Rate Youth Male Percent Of Males Ages 15 24

Portugal PT: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 94.477 % in 2011. This records an increase from the previous number of 87.948 % for 1991. Portugal PT: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 87.948 % from Dec 1981 (Median) to 2011, with 3 observations. The data reached an all-time high of 94.477 % in 2011 and a record low of 79.436 % in 1981. Portugal PT: 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 Portugal – Table PT.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).

View yearly updates and historical trends for Portugal Adult Literacy Rate. Source: World Bank. Track economic data with YCharts analytics.

Portugal: Youth literacy rate, ages 15-24: The latest value from 2021 is 99.71 percent, an increase from 99 percent in 2011. In comparison, the world average is 93.45 percent, based on data from 58 countries. Historically, the average for Portugal from 1981 to 2021 is 98.93 percent. The minimum value, 98 percent, was reached in 1981 while the maximum of 99.71 percent was recorded in 2021.

View yearly updates and historical trends for Portugal Youth Literacy Rate. Source: World Bank. Track economic data with YCharts analytics.

Literacy rate, youth female (% of females ages 15-24) in Portugal was reported at 99.75 % in 2021, according to the World Bank collection of development indicators, compiled from officially recognized sources. Portugal - Literacy rate, youth female (% of females ages 15-24) - actual values, historical data, forecasts and projections were sourced from the World Bank on November of 2025.

Abstract The main goal of this study was to assess the effects of an invented spelling training programme in the early stages of literacy of preschool Portuguese-speaking children. It encompassed 79 children from Portugal and Brazil. There were four equivalent groups (one experimental group and one control group in each country) and various control measures: knowledge of the alphabet, non-verbal intelligence and phonological awareness (syllabic and phonemic). A reading and spelling pre/post-test was carried out. During the intermediate period the experimental groups participated in invented spelling activities, and the control groups read children’s books. The results of the post-test have shown that the experimental groups reached higher levels in both reading and spelling as compared to the control groups. This evolution pattern was found in both countries, thus suggesting that invented spelling activities promote early literacy skills of preschool children speaking two Portuguese variants: European and Brazilian.

In Portugal, ** percent of leisure readers read books weekly, with the majority of these doing it daily or almost. ** percent of the people who read for pleasure in 2024 had a monthly reading frequency, whereas ** percent read less often than once a month.

IntroductionThe capacity of higher education students to comprehend and act on health information is a pivotal factor in attaining favourable health outcomes and well-being. Assessing the health literacy of these students is essential in order to develop targeted interventions and provide informed health support. The aim of this study was to identify the level of health literacy and to analyse its relationship with determinants such as socio-demographic variables, chronic disease, perceived health status, and perceived availability of money for expenses among higher education students in the Alentejo region of southern Portugal.MethodologyAn observational, descriptive and cross-sectional study was conducted between 22 June and 12 September 2023. An online structured questionnaire consisting of the Portuguese version of the European Health Literacy Survey Questionnaire—16 items (HLS-EU-PT-Q16), including socio-demographic data, presence of chronic diseases, perceived health status, and availability of money for expenses. Data were analysed using independent samples t-test, one-way ANOVA, post-hoc Gabriel’s test, and multivariate logistic regression analyses at a significance level of 0.05. Regression models were used to investigate the relationship between health literacy and various determinants. The study protocol was approved by the Ethics Committee of the University of Évora, and all participants gave written informed consent.ResultsAnalysis of the HLS-EU-PT-Q16 showed that 82.3% of the 1228 students sampled had limited health literacy. The mean health literacy score was 19.3 ± 12.8 on a scale of 0 to 50, with subscores of 19.4 ± 13.9 for health care, 19.1 ± 13.1 for disease prevention, and 19.0 ± 13.7 for health promotion. Significant associations were found between health literacy and several determinants. Higher health literacy was associated with the absence of chronic diseases. Regression analysis showed that lower health literacy was associated with not attending health-related courses, not living with a health professional, perceiving limited availability of money for expenses, and having an unsatisfactory health status.ConclusionThis study improves the understanding of health literacy levels among higher education students in Alentejo, Portugal, and identifies key determinants. Higher education students in this region had relatively low levels of health literacy, which may have a negative impact on their health outcomes. These findings highlight the need for interventions to improve health literacy among higher education students and to address the specific needs of high-risk subgroups in the Alentejo.

Abstract: To reduce the burden of diet-related non-communicable diseases, promoting healthy eating habits has become a concern of modern societies. In this vein, in addition to trying to improve the health literacy of its population, the Portuguese authorities have recently levied taxes on food products that are deleterious to health. Despite the young exhibiting better health literacy, they also tend to overconsume these products. This research analyses the influence of public policies on healthy eating and of health literacy on the health management of young adults. We applied an online survey to young adults who were attending a university degree at Universidade de Lisboa. The collected data were processed by statistical analysis, using SPSS software. Although most of the young respondents recognize their importance in managing their individual health, a large majority are unaware of the public policies in place and frequently over consume sugar. Public policies on healthy eating thus need to reconsider the role of young people as agents of participation, promoting knowledge about the measures and providing them with tools to manage their own health.

PT：非文盲率：年轻人：占15-24岁人群百分比在12-01-2011达99.435%，相较于12-01-1991的99.199%有所增长。PT：非文盲率：年轻人：占15-24岁人群百分比数据按年更新，12-01-1981至12-01-2011期间平均值为99.199%，共3份观测结果。该数据的历史最高值出现于12-01-2011，达99.435%，而历史最低值则出现于12-01-1981，为97.941%。CEIC提供的PT：非文盲率：年轻人：占15-24岁人群百分比数据处于定期更新的状态，数据来源于World Bank，数据归类于Global Database的葡萄牙 – 表 PT.世界银行：教育统计。

In 2016, 10 percent of Portuguese citizens living in cities purchased books, magazines and reading material online. In 2019, there was a slight increase to 12 percent who purchased reading material online in Portugal.

In the last years, the teaching and learning of literacy has changed due to the development of Information and Communication Technologies (ICT). The use of ICT in the classroom depends largely on teachers, who are the key players in its integration. However, several factors influence teachers’ decisions to use ICT in their classroom, both internal (e.g., self-efficacy) and external (e.g., school support). Indeed, despite the potential benefits of using ICT, not all teachers use them in their teaching practice. In the present study, we examined which are the main factors influencing teachers’ effective use of ICT in literacy classrooms. A total of 125 teachers lecturing Portuguese Language in grades 5–12 participated in this study (M = 50.00 years, SD = 7.88; 89% women). Teachers filled in an online survey, comprising sociodemographic questions (viz., age, gender, education, years of teaching experience, teaching level, school type, and geographical area) and four questionnaires related to ICT and teaching. Results showed that effective use of ICT was predicted by both internal (ICT’ self-efficacy and constructivist conception of teaching) and external (lack of access and support, and gatekeepers) factors. These findings may help in the identification of key targets to facilitate the effective use of ICT in literacy classrooms.