Literacy rate, adult total (% of people ages 15 and above) in Saudi Arabia was reported at 98 % in 2020, according to the World Bank collection of development indicators, compiled from officially recognized sources. Saudi Arabia - Literacy rate, adult total (% of people ages 15 and above) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Saudi Arabia SA: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 94.426 % in 2013. This records an increase from the previous number of 82.858 % for 2004. Saudi Arabia SA: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 81.104 % from Dec 1992 (Median) to 2013, with 4 observations. The data reached an all-time high of 94.426 % in 2013 and a record low of 70.822 % in 1992. Saudi Arabia SA: 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 Saudi Arabia – Table SA.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, adult male (% of males ages 15 and above) in Saudi Arabia was reported at 99 % in 2020, according to the World Bank collection of development indicators, compiled from officially recognized sources. Saudi Arabia - 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.

Saudi Arabia SA: Literacy Rate: Youth: % of People Age 15-24 data was reported at 99.222 % in 2013. This records an increase from the previous number of 95.850 % for 2004. Saudi Arabia SA: Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 95.881 % from Dec 1992 (Median) to 2013, with 4 observations. The data reached an all-time high of 99.222 % in 2013 and a record low of 87.856 % in 1992. Saudi Arabia SA: 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 Saudi Arabia – Table SA.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).

Literacy rate, youth male (% of males ages 15-24) in Saudi Arabia was reported at 100 % in 2020, according to the World Bank collection of development indicators, compiled from officially recognized sources. Saudi Arabia - 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.

Saudi Arabia SA: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 99.137 % in 2013. This records an increase from the previous number of 94.676 % for 2004. Saudi Arabia SA: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 94.194 % from Dec 1992 (Median) to 2013, with 4 observations. The data reached an all-time high of 99.137 % in 2013 and a record low of 81.074 % in 1992. Saudi Arabia SA: 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 Saudi Arabia – Table SA.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).

According to a survey on education and training in Saudi Arabia in 2017, the illiteracy rate of female youths as a percentage of total population was 0.6 percent and 0.3 percent for male respondents. The youth population between the age of 15 to 34 was the highest in Saudi Arabia in 2020 among all age groups.

Saudi Arabia SA: Literacy Rate: Adult Male: % of Males Aged 15 and Above data was reported at 96.531 % in 2013. This records an increase from the previous number of 87.532 % for 2004. Saudi Arabia SA: Literacy Rate: Adult Male: % of Males Aged 15 and Above data is updated yearly, averaging 87.296 % from Dec 1992 (Median) to 2013, with 4 observations. The data reached an all-time high of 96.531 % in 2013 and a record low of 79.969 % in 1992. Saudi Arabia SA: 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 Saudi Arabia – Table SA.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).

Saudi Arabia SA: Literacy Rate: Adult Female: % of Females Aged 15 and Above data was reported at 91.369 % in 2013. This records an increase from the previous number of 76.335 % for 2004. Saudi Arabia SA: Literacy Rate: Adult Female: % of Females Aged 15 and Above data is updated yearly, averaging 72.813 % from Dec 1992 (Median) to 2013, with 4 observations. The data reached an all-time high of 91.369 % in 2013 and a record low of 57.278 % in 1992. Saudi Arabia SA: 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 Saudi Arabia – Table SA.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).

Saudi Arabia SA: Literacy Rate: Youth Male: % of Males Aged 15-24 data was reported at 99.301 % in 2013. This records an increase from the previous number of 96.953 % for 2004. Saudi Arabia SA: Literacy Rate: Youth Male: % of Males Aged 15-24 data is updated yearly, averaging 97.514 % from Dec 1992 (Median) to 2013, with 4 observations. The data reached an all-time high of 99.301 % in 2013 and a record low of 93.963 % in 1992. Saudi Arabia SA: Literacy Rate: Youth Male: % of Males Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Saudi Arabia – Table SA.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).

Literacy rate, youth (ages 15-24), gender parity index (GPI) in Saudi Arabia was reported at 1 % in 2020, according to the World Bank collection of development indicators, compiled from officially recognized sources. Saudi Arabia - Ratio of young literate females to males (% ages 15-24) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Saudi Arabia SA: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data was reported at 0.998 Ratio in 2013. This records an increase from the previous number of 0.977 Ratio for 2004. Saudi Arabia SA: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 0.966 Ratio from Dec 1992 (Median) to 2013, with 4 observations. The data reached an all-time high of 0.998 Ratio in 2013 and a record low of 0.863 Ratio in 1992. Saudi Arabia SA: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Saudi Arabia – Table SA.World Bank: Education Statistics. Gender parity index for youth literacy rate is the ratio of females to males 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).

Arabie saoudite: Female literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Arabie saoudite de 1992 à 2020. La valeur moyenne pour Arabie saoudite pendant cette période était de 94.5 pour cent avec un minimum de 81 pour cent en 1992 et un maximum de 99 pour cent en 2013.

Arabie saoudite: Male literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Arabie saoudite de 1992 à 2020. La valeur moyenne pour Arabie saoudite pendant cette période était de 97.83 pour cent avec un minimum de 94 pour cent en 1992 et un maximum de 100 pour cent en 2020.

With the proliferation of AI tools, it is crucial to understand the level of AI literacy among university students. This study investigates the AI literacy of Library and Information Science (LIS) students in South Asia e.g., Bangladesh, India and Pakistan, and the Middle East namely Jordan, Lebanon and Saudi Arabia. A quantitative design was employed in this study, which targets 816 LIS students at various academic institutions.

The average monthly wage for female specialists in professional, technical, and humanitarian fields in Saudi Arabia in 2019 was about ** thousand Saudi riyals compared to **** thousand Saudi riyals for males employed in this field.

Saudi labour market trends 

The Saudi female labor participation rate reached a record at more than ** percent of the female population in the first half of 2020. In 2018, the majority of nurses in the country were female. The majority of the workforce is in the oil and gas industry as the economy is centered on oil and gas production. Following the COVID-19 pandemic in 2020, many expatriate workers left the country after the tax raise.

Saudi Arabia education system development

Historically, Islamic facilities such as mosques and Kuttab supplied education to Saudi elites and wealthy families. Private institutions developed the educational system, and subsequently, high schools were established to educate pupils for university studies overseas. Literacy rates for males were as low as ** percent, and considerably lower for females because they only had access to religious instruction. Saudi Arabia's education system remains gender-segregated, with women still attending colleges and educational institutions that are just for women. On average, both genders' graduation rates are very close; the percentage of female graduates was around ** percent in 2019. Following the establishment of seven new institutions, notably Kind Saud University, in the mid-1990s, the country's tertiary education systems were diversified. By 2022, tertiary education enrolment was predicted to hit *** million. The most often mentioned educational problems by both genders were the difficulty of studying, followed by the difficulty of getting to their schools and institutions.

In recent years, the Saudi Arabian government and educationists have expressed concerns about the low level of achievement in English among students in schools and universities. To improve English learning and achievement in Saudi Arabia, many research studies in motivation and learning have shown that four major indicators of active learning are: (i) group work, (ii) situated learning, (iii) elaborated feedback, and (iv) information communication technology [ICT] use in classroom instruction. This explanatory mixed-methods study, longitudinal in nature, explored the use of these four indicators of active learning on the enhancement of Saudi students’ motivational constructs (i.e., self-efficacy, task value, academic buoyancy, and effort expenditure), engagement (i.e. vigour, dedication, and absorption), and English achievement. In particular, the present study sought to investigate two main research aims: (i) the impact of an eight-week intervention program (incorporating the four indicators of active learning) on students’ motivational constructs, engagement, and academic achievement in English, and (ii) the relationships between the motivational factors, engagement, and academic achievement at three time points (e.g., the predictive impact of Time 1 self-efficacy on Time 1 academic buoyancy). Participants of this study were 289 male university students enrolled in an English unit at the University of Hail in Saudi Arabia. The quantitative phase of this study encompassed experimental and correlational emphasis, involving the undertaking of a two-group experimental comparison with 145 participants in the Experimental Group and 144 participants in the Control Group. Data collection during the quantitative phase spanned three time points: Time 1 (collected before the intervention), Time 2 (collected in the middle of the intervention), and Time 3 (collected after the intervention). At each of the three time points, the students of both the Experimental Group and the Control Group completed the same measure of the motivational variables, engagement, and English achievement test. Upon the completion of Time 3, a qualitative component (in the form of semi-structured interviews) was conducted with students from the Experimental Group to obtain deeper insights into the effectiveness of the intervention program. The findings of the first aim of this study indicated that the Experimental Group, exposed to the intervention program including the four indicators of active learning, scored significantly higher than the Control Group on the motivational constructs, engagement, and English achievement. Specifically, the results of repeated measures ANOVA and follow-up t-tests showed that the intervention had small effects on all the variables at Time 2 (in the middle of the intervention). However, at Time 3 (after the intervention), the intervention had small impacts on task value and effort expenditure, moderate impacts on dedication and academic achievement, and large impacts on self-efficacy, academic buoyancy, vigor, and absorption. The qualitative semi-structured interviews augmented these findings by providing a vital context for in-depth understanding of how and what aspects of each of the four indicators of active learning contributed to the gains in the motivational variables, engagement, and English achievement. To address the second aim of this study (i.e., the relationships between the motivational variables, engagement, and academic achievement at Time 1, Time 2, and Time 3), structural equation modelling procedures were used. The results yielded some key findings, supporting in part the hypotheses tested. For example, Time 1 self-efficacy significantly predicted Time 1 academic buoyancy; Time 1 task value significantly predicted Time 1 effort expenditure; and Time 1 vigor significantly predicted Time 1 academic achievement. In general, the evidence obtained provides important implications for further research development and educational practices.

Background Colorectal cancer (CRC) is a major global health challenge and one of the most prevalent cancers in Saudi Arabia. Studies show that young Saudi women are often diagnosed with CRC at more advanced stages, leading to poorer prognoses. Despite the recent launch of the first Saudi national CRC screening program, public awareness and acceptance of CRC screening (CRCS) remain limited. Methods We conducted semi-structured interviews with 17 women aged 40 or older to explore their awareness, views, and attitudes toward CRC and CRCS. Data were analyzed using reflexive thematic analysis, and the Social Ecological Model was applied to guide the structuring and organization of the developed themes. Results We identified a multifaceted interplay of knowledge, beliefs, and social-cultural factors influencing CRCS decisions among Saudi women. Although there was a general awareness of CRC, understanding of risk factors, signs, and symptoms was limited. Many participants adopted a reactive approach to screening, prompted by symptom manifestation or family history, rather than preventive health measures. Concerns such as fear of a cancer diagnosis and discomfort with the stool sample collection process hindered screening participation. Social support from family and community, and physician recommendations were crucial in encouraging screening uptake. Logistic and digital literacy challenges in accessing health services were noted for older adults. Participants stressed the need for increased CRC awareness, equitable access to screening services, and reminders to improve CRCS participation. Conclusion Factors influencing CRCS uptake among Saudi women are complex and multifaceted. Comprehensive and tailored health promotion interventions that meet community needs are essential. Further research is needed to develop and evaluate the effectiveness of these interventions in increasing screening uptake.

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Overview of the K-12 education market in GCC

Technavio’s market research study identifies the growing awareness of primary education to be one of the primary growth factors for the K-12 education market in GCC. With the steady awareness among parents, education institutions, and investors about the need for primary education, there is a major demand for high-quality education, which will boost the tuition fees of private schools. Additionally, factors such as the increase in disposable income, the growing demand for quality education, rising standards of the education sector, and the growing use of advanced technology in the education sector, will also boost the number of enrollments in primary education institutions. Focusing on providing high-quality pre-primary, primary, and secondary education, governments in GCC countries are also setting up various schools, driving the growth of the K-12 education market in this region. According to our market research analysts, this market will register a CAGR of around 5% by 2022.

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Rapid technological advancements in the education sector will drive the growth of the K-12 education market in GCC throughout the forecast period. The governments of GCC countries are employing advanced educational technologies through various policies and investments. With the inclusion of modern education technologies in schools, there is a significant increase in education tuition fees. With individuals willing to incur high charges for additional resources for their children’s education, institutions are focusing on employing advanced technologies that impart better knowledge along with providing knowledge on practical use.

Companies covered

The K-12 education market in GCC is fragmented due to the presence of several international and regional vendors. To help clients identify new growth opportunities in this competitive market, this K12 school market research report offers an analysis of the competitive environment among the K-12 education companies and also offers information on the key areas they focus on. Moreover, the report also provides information on the products and services companies offer, which will in turn, aid clients improve their revenue share by differentiating their products from the competitors.

This research report provides an analysis of the various companies in this market including –

Al- Jazeera Academy
British International School of Jeddah
Dhuha International School
Dubai International Academy
GEMS Education
International School of London
Nadeen International School
New English School
Taaleem
The American International School of Muscat

Geographical segmentation and analysis of the K-12 education market in GCC

Saudi Arabia
UAE
Kuwait
Oman
Qatar
Bahrain.

According to this K-12 school market research study, Saudi Arabia will be the major revenue contributor to the K-12 education market till 2022. Factors such as the growing number of expatriates, high focus on education, higher overall literacy rate, and high per capita income, will drive the growth of the market in this region.

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Key questions answered in the report include

What will the market size and the growth rate be in 2022?
What are the key factors driving the K-12 education market in GCC?
What are the key market trends impacting the growth of the K-12 education market in GCC?
What are the challenges to market growth?
Who are the key vendors in the K-12 education market in GCC?
What are the market opportunities and threats faced by the vendors in the K-12 education market in GCC?
Trending factors influencing the market share of GCC.
What are the key outcomes of the five forces analysis of the K-12 education market in GCC?

Technavio also offers customization on reports based on specific client requirement.

According to our industry experts, the government support in GCC region for education has increased tremendously. The region has witnessed a massive investment due to oil-based business; such investments have led to the growth of the market. Technavio’s updated research report on the K-12 education market in GCC for 2018-2022 provides a wide range of factors that will prove key to our clients and provide them with actionable insights. This report is an add-on of our previous research on the K-12 education market in GCC and is focused

季节性调整后：非文盲率：年轻男性：15-24岁男性百分比在12-01-2013达99.301%，相较于12-01-2004的96.953%有所增长。季节性调整后：非文盲率：年轻男性：15-24岁男性百分比数据按年更新，12-01-1992至12-01-2013期间平均值为97.514%，共4份观测结果。该数据的历史最高值出现于12-01-2013，达99.301%，而历史最低值则出现于12-01-1992，为93.963%。CEIC提供的季节性调整后：非文盲率：年轻男性：15-24岁男性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的沙特阿拉伯 – 表 SA.世界银行：教育统计。