Sri Lanka LK: Literacy Rate: Adult Male: % of Males Aged 15 and Above data was reported at 92.578 % in 2010. This records an increase from the previous number of 92.244 % for 2008. Sri Lanka LK: Literacy Rate: Adult Male: % of Males Aged 15 and Above data is updated yearly, averaging 92.270 % from Dec 1981 (Median) to 2010, with 5 observations. The data reached an all-time high of 92.714 % in 2006 and a record low of 91.348 % in 1981. Sri Lanka LK: 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 Sri Lanka – Table LK.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).

Sri Lanka LK: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 91.181 % in 2010. This records an increase from the previous number of 90.558 % for 2008. Sri Lanka LK: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 90.683 % from Dec 1981 (Median) to 2010, with 5 observations. The data reached an all-time high of 91.181 % in 2010 and a record low of 86.778 % in 1981. Sri Lanka LK: 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 Sri Lanka – Table LK.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 male (% of males ages 15-24) in Sri Lanka was reported at 98 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Sri Lanka - Literacy rate, youth male (% of males ages 15-24) - actual values, historical data, forecasts and projections were sourced from the World Bank on March of 2025.

Sri Lanka LK: Literacy Rate: Youth: % of People Age 15-24 data was reported at 98.158 % in 2010. This records an increase from the previous number of 97.982 % for 2008. Sri Lanka LK: Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 97.484 % from Dec 1981 (Median) to 2010, with 5 observations. The data reached an all-time high of 98.158 % in 2010 and a record low of 91.043 % in 1981. Sri Lanka LK: 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 Sri Lanka – Table LK.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).

Sri Lanka LK: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data was reported at 1.009 Ratio in 2010. This records a decrease from the previous number of 1.013 Ratio for 2008. Sri Lanka LK: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 1.009 Ratio from Dec 1981 (Median) to 2010, with 5 observations. The data reached an all-time high of 1.013 Ratio in 2008 and a record low of 0.982 Ratio in 1981. Sri Lanka LK: 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 Sri Lanka – Table LK.World Bank.WDI: 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).

Sri Lanka LK: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 98.589 % in 2010. This records an increase from the previous number of 98.586 % for 2008. Sri Lanka LK: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 97.939 % from Dec 1981 (Median) to 2010, with 5 observations. The data reached an all-time high of 98.589 % in 2010 and a record low of 90.192 % in 1981. Sri Lanka LK: 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 Sri Lanka – Table LK.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).

Sri Lanka: Male literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Sri Lanka de 1981 à 2022. La valeur moyenne pour Sri Lanka pendant cette période était de 97.5 pour cent avec un minimum de 92 pour cent en 1981 et un maximum de 99 pour cent en 2017.

In 2022, the Gender Parity Index (GPI) for gross enrollment in tertiary education in Sri Lanka remained nearly unchanged at around 1.4. Nevertheless, 2022 still represents a peak in the Gender Parity Index (GPI) in Sri Lanka. This indicator depicts the ratio of women to men enrolled at tertiary level in public and private schools. It is also known as the gender parity index.Find more key insights for the Gender Parity Index (GPI) for gross enrollment in tertiary education in countries like Nepal and Bangladesh.

Abstract

Computers offer exciting approaches to teaching that were not even dreamed of twenty years ago, but the extent to which the educational potential of computer technology will be realized, remains to be seen. Use of computers can revolutionize teaching and learning and could bring advances that would improve education dramatically. Ordinary students would make massive gains and bright students could meet greater challenges. Wherever illiteracy is a problem, it would be eliminated and handicapped students would have vast new vistas opened to them.

Teacher attitudes toward computer technology may be a significant factor in the use of computers in education. Computer literate individuals will reap greater benefits than their counterparts who lack that knowledge. To promote computer literacy of both teachers and students, the government is investing considerably. To evaluate the impact of these investments and thereby help ensure that the intended results are achieved, Information and Communication Technology (ICT) literacy of students and teachers should be measured periodically. The Department of Census and Statistics and the Ministry of Education conducted a census on Computer Literacy of Academic Staff of Government Schools, Approved Private Schools and Pirivenas to find out the computer literacy levels of teachers and ICT related facilities and hardware available in schools. This census was conducted on 2nd November 2006.

Geographic coverage

National Coverage - Government Schools

Analysis unit

School Teacher

Universe

All Government Schools All Approved Private Schools All Pirivenas

Kind of data

Sample survey data [ssd]

Mode of data collection

Face-to-face [f2f]

Research instrument

Two census Schedules were used to collect data in this study. The first - Census Schedule 1 - was a structured questionnaire to get the information on the teacher's own perceptions on their competencies in ICT. The ICT literacy of teachers was not measured by actually testing it by administering a test by the teachers' own perceptions of their competencies. A brief description of the information collected by using Census Schedule 1 is given below.

Part A : School Information
Part B : Demographic Characteristics
Part C : Knowledge on Computers
Part D : Use of Application Software
Part E : Use of Computers
Part F : Use of Internet
Part G : Use E-Mail
Part H : Knowledge on Hardware
Part  I : Use of Computers for Teaching

The second schedule was used to get the information on the ICT related facilities available in schools and summary of three questions of the first schedule. These questions are number of teachers in the school who are aware about the computers and those who are computer literate and those who can read and understand documents written in English language.

Cleaning operations

Data editing and coding done by the Census and Statistic Department staff.

Verification of the data is done by the Education Ministry Staff.

Abstract

The STEP (Skills Toward Employment and Productivity) Measurement program is the first ever initiative to generate internationally comparable data on skills available in developing countries. The program implements standardized surveys to gather information on the supply and distribution of skills and the demand for skills in labor market of low-income countries.

The uniquely-designed Household Survey includes modules that measure the cognitive skills (reading, writing and numeracy), socio-emotional skills (personality, behavior and preferences) and job-specific skills (subset of transversal skills with direct job relevance) of a representative sample of adults aged 15 to 64 living in urban areas, whether they work or not. The cognitive skills module also incorporates a direct assessment of reading literacy based on the Survey of Adults Skills instruments. Modules also gather information about family, health and language.

Geographic coverage

The STEP target population is the urban population aged 15 to 64 included. Sri Lanka sampled both urban and rural areas. Areas are classified as rural or urban based on each country's official definition.

Analysis unit

The units of analysis are the individual respondents and households. A household roster is undertaken at the start of the survey and the individual respondent is randomly selected among all household members aged 15 to 64 included. The random selection process was designed by the STEP team and compliance with the procedure is carefully monitored during fieldwork.

Universe

The target population for the Sri Lanka STEP survey comprised all non-institutionalized persons 15 to 64 years of age (inclusive) living in private dwellings in urban and rural areas of Sri Lanka at the time of data collection. Exclusions The target population excludes: - Foreign diplomats and non-nationals working for international organizations; - People in institutions such as hospitals or prisons; - Collective dwellings or group quarters; - Persons living outside the country at the time of data collection, e.g., students at foreign universities; - Persons who are unable to complete the STEP assessment due to a physical or mental condition, e.g., visual impairment or paralysis.

The sample frame for the selection of first stage sample units was the Census 2011/12

Kind of data

Sample survey data [ssd]

Sampling procedure

The Sri Lanka sample size was 2,989 households. The sample design is a 5 stage stratified sample design. The stratification variable is Urban-Rural indicator.

First Stage Sample The primary sample unit (PSU) is a Grama Niladari (GN) division. The sampling objective was to conduct interviews in 200 GNs, consisting of 80 urban GNs and 120 rural GNs. Because there was some concern that it might not be possible to conduct any interviews in some initially selected GNs (e.g. due to war, conflict, or inaccessibility, for some other reason), the sampling strategy also called for the selection of 60 extra GNs (i.e., 24 urban GNs and 36 rural GNs) to be held in reserve for such eventualities. Hence, a total of 260 GNs were selected, consisting of 200 'initial' GNs and 60 'reserve' GNs. Two GNS from the initial sample of GNs were not accessible and reserve sampled GNs were used instead. Thus a total of 202 GNs were activated for data collection, and interviews were conducted in 200 GNs. The sample frame for the selection of first stage sample units was the list of GNs from the Census 2011/12. Note: The sample of first stage sample units was selected by the Sri Lanka Department of Census & Statistics (DCS) and provided to the World Bank. The DCS selected the GNs with probability proportional to size (PPS), where the measure of size was the number of dwellings in a GN.

Second Stage Sample The second stage sample unit (SSU) is a GN segment, i.e., GN BLOCK. One GN Block was selected from each activated PSU (i.e., GN). According to the Sri Lanka survey firm, each sampled GN was divided into a number of segments, i.e., GN Blocks, with approximately the same number of households, and one GN Block was selected from each sampled GN.

Third Stage Sample The third stage sample unit is a dwelling. The sampling objective was to obtain interviews at 15 dwellings within each selected SSU.

Fourth Stage Sample The fourth stage sample unit is a household. The sampling objective was to select one household within each selected third stage dwelling.

Fifth Stage Sample The fourth stage sample unit is an individual aged 15-64 (inclusive). The sampling objective was to select one individual with equal probability from each selected household.

Please refer to the Sri Lanka STEP Survey Weighting Procedures Summary for additional information on sampling.

Mode of data collection

Face-to-face [f2f]

Research instrument

The STEP survey instruments include: (i) A Background Questionnaire developed by the WB STEP team. (ii) A Reading Literacy Assessment developed by Educational Testing Services (ETS).

All countries adapted and translated both instruments following the STEP Technical Standards: 2 independent translators adapted and translated the Background Questionnaire and Reading Literacy Assessment, while reconciliation was carried out by a third translator. - The survey instruments were both piloted as part of the survey pretest. - The adapted Background Questionnaires are provided in English as external resources. The Reading Literacy Assessment is protected by copyright and will not be published.

Cleaning operations

STEP Data Management Process 1. Raw data is sent by the survey firm 2. The WB STEP team runs data checks on the Background Questionnaire data. - ETS runs data checks on the Reading Literacy Assessment data. - Comments and questions are sent back to the survey firm. 3. The survey firm reviews comments and questions. When a data entry error is identified, the survey firm corrects the data. 4. The WB STEP team and ETS check the data files are clean. This might require additional iterations with the survey firm. 5. Once the data has been checked and cleaned, the WB STEP team computes the weights. Weights are computed by the STEP team to ensure consistency across sampling methodologies. 6. ETS scales the Reading Literacy Assessment data. 7. The WB STEP team merges the Background Questionnaire data with the Reading Literacy Assessment data and computes derived variables.

Detailed information data processing in STEP surveys is provided in the 'Guidelines for STEP Data Entry Programs' document provided as an external resource. The template do-file used by the STEP team to check the raw background questionnaire data is provided as an external resource.

Response rate

The response rate for Sri Lanka (urban and rural) was 63%. (See STEP Methodology Note Table 4).

Sampling error estimates

A weighting documentation was prepared for each participating country and provides some information on sampling errors. Weighting documentation is provided as an external resource.

92,0 (%) in 2022. Adult (15+) literacy rate (%). Total is the percentage of the population age 15 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 15 years and over by the corresponding age group population and multiplying the result by 100.

South Asian countries face a disproportionate impact from disasters due to their unique topography, poverty, low literacy rates, and socio-economic status. Human activities, such as unplanned urbanization and poorly designed rural road networks, have further contributed to disasters in the region. The article explores the potential of nature-based solutions (NbS) as a means of addressing these challenges through the integration of green, blue, and grey infrastructure. The analysis evaluates the significance of NbS and examines policies and regional cooperation in Bangladesh, Bhutan, India, Nepal, and Sri Lanka, highlighting the importance of incorporating NbS into national policies and promoting collaboration among these countries. The study identifies the current low implementation of NbS in South Asia, with limited research in this area. While there are existing policy tools related to coastal zone management, water, forest, and urban development, policies related to NbS should be coherent, connected, and integrated with natural resources, climate change, disaster risk reduction, and socio-economic growth to achieve sustainable development in the region. Overall, the article emphasizes the need for effective policy implementation and research to enhance resilience to climate change and promote sustainable development in South Asia.

Abstract

Department of Census and Statistics (DCS) designed a Labour Force Survey(LFS) on a quarterly basis to measure the levels and trends of employment, unemployment and labourforce in Sri Lanka on a continuous basis. This surveycommenced from the first quarter 1990 with USAID technical assistance and is being continuedby the DCS. Mainly, following information can be obtained from the survey. 1.The economically active / inactive from population. 2.Employment by major industry group and employment status. 3.Unemployment rates by level of education and by age group 4.The informal sector employment. 5.The underemployment rates by sector and by major industries 6.Total Jobs in Sri Lanka with Secondary Employment 7.Informal Employment in Sri Lanka 8.Literacy 9.Computer Literacy

Geographic coverage

National Coverage

Analysis unit

Individuals from the population aged 15 years or more

Universe

Working age population (15 years and above) living in the non-institutional households in Sri Lanka.

Kind of data

Sample survey data [ssd]

Sampling procedure

Sampling plan and the sampling frame Two stage stratified sampling procedure is adopted to select a sample of 25,750 housing units to be enumerated at the survey. The sampling frame prepared for 2012 Census of Population and Housing is used as the sampling frame for the sample selection of LFS in 2017.

Sample size At the beginning in 1990, the sample size was 2,000 housing units per quarter in areas other than North and East, and the sample size was increased to 4,000 housing units per quarter in 1996 and continued thereafter. In 1992, 1997 and in 2004 an annual sample of 20,000 housing units was selected to give reliable estimates by district level. However, in order to provide district level estimates precisely, it was decided to use 20,000 - 25,000 housing units as the annual sample from 2006 to 2010. In 2017 25,750 Housing units were selected for the sample.

Sample Allocation In 2017, 2575 Primary Sampling Units (PSU?s) were allocated to each district and to each sector (Urban, Rural and Estate) by using the Neymann allocation method which considers the variance of unemployment rate as usually. The allocated sample for each district then equally distributed for 12 months. The survey was conducted from January till December in 2017.

Selection of Primary Sampling Units (PSU) Primary sampling units are the census blocks prepared at the Census of Population and Housing - 2012.

Selection of Secondary Sampling Units (SSU) Secondary Sampling Units are the housing units in the selected 2575 primary sampling units (census blocks). From each selected primary sampling unit, 10 housing units (SSU) are selected for the survey using systematic random sampling method.

Mode of data collection

Computer Assisted Personal Interview [capi]

Research instrument

Survey Schedule and CAPI Programme Current survey concepts and methods are very similar to those introduced at the beginning. However, some changes have been made over the years in 2006, 2013, 2015, 2016 & 2017 to improve the accuracy and usefulness of the data. The revisions focused on literacy, computer literacy, household economic activities, informal sector, employment and underemployment. However, the comparability of data has maintained The questionnaire is attached as an external resource.

Cleaning operations

Data was processed by following 2 steps, 1. Feeding data to the CAPI system by enumerator. 2. Sending data to the head office through each district offices. Computer edit check programs are used to capture unusual observations in the data files.

Sampling error estimates

The estimation procedure is given in the section 2.6 in the Annual Report.The Annual Report is attched in the External Resources Section.

Data appraisal

The adjustments for non-response is given in the section 2.7 in the Annual Report.The Annual Report is attched in the External Resources Section.

LK：非文盲率：成年女性：15岁及以上女性百分比在12-01-2010达89.959%，相较于12-01-2008的89.073%有所增长。LK：非文盲率：成年女性：15岁及以上女性百分比数据按年更新，12-01-1981至12-01-2010期间平均值为89.091%，共5份观测结果。该数据的历史最高值出现于12-01-2010，达89.959%，而历史最低值则出现于12-01-1981，为82.022%。CEIC提供的LK：非文盲率：成年女性：15岁及以上女性百分比数据处于定期更新的状态，数据来源于World Bank，数据归类于全球数据库的斯里兰卡 – 表 LK.世行.WDI：教育统计。

105 Global import shipment records of Reading Lamp with prices, volume & current Buyer's suppliers relationships based on actual Global export trade database.

3141 Global import shipment records of Reading,lamp with prices, volume & current Buyer's suppliers relationships based on actual Global export trade database.

Descriptive statistics and inter-item correlation of Si-eHEALS (n = 268).

The Gender Parity Index (GPI) for gross enrollment in tertiary education in Bangladesh increased by 0.02 (+2.38 percent) compared to the previous year. With 0.86, the Gender Parity Index (GPI) thereby reached its highest value in the observed period. This indicator, also referred to as the gender parity index, depicts the ratio of women to men enrolled at tertiary level in public and private schools.Find more key insights for the Gender Parity Index (GPI) for gross enrollment in tertiary education in countries like Sri Lanka and Nepal.

Factor analysis and inter-item correlation.

LK：性别对等指数（GPI）：非文盲率：青年15-24岁在12-01-2010达1.009Ratio，相较于12-01-2008的1.013Ratio有所下降。LK：性别对等指数（GPI）：非文盲率：青年15-24岁数据按年更新，12-01-1981至12-01-2010期间平均值为1.009Ratio，共5份观测结果。该数据的历史最高值出现于12-01-2008，达1.013Ratio，而历史最低值则出现于12-01-1981，为0.982Ratio。CEIC提供的LK：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斯里兰卡 – 表 LK.世行.WDI：教育统计。