Literacy rate, adult total (% of people ages 15 and above) in Mongolia was reported at 99 % in 2020, according to the World Bank collection of development indicators, compiled from officially recognized sources. Mongolia - 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 2020, the adult literacy rate among the population above 15 years of age in Mongolia amounted to approximately **** percent, more than in any other country in the Asia-Pacific region. Comparatively, the adult literacy rate in Afghanistan amounted to approximately **** percent of the population aged 15 years and above in 2021.

Mongolia MN: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 98.257 % in 2010. This records an increase from the previous number of 97.769 % for 2000. Mongolia MN: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 98.013 % from Dec 2000 (Median) to 2010, with 2 observations. The data reached an all-time high of 98.257 % in 2010 and a record low of 97.769 % in 2000. Mongolia MN: 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 Mongolia – Table MN.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).

Historical dataset showing Mongolia literacy rate by year from 2000 to 2020.

Elderly literacy rate, population 65+ years, female (%) in Mongolia was reported at 96.58 % in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Mongolia - Elderly literacy rate, population 65+ years, female - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Elderly literacy rate, population 65+ years, both sexes (%) in Mongolia was reported at 97.32 % in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Mongolia - Elderly literacy rate, population 65+ years, both sexes - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

Mongolia MN: 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 1.015 Ratio for 2000. Mongolia MN: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 1.012 Ratio from Dec 2000 (Median) to 2010, with 2 observations. The data reached an all-time high of 1.015 Ratio in 2000 and a record low of 1.009 Ratio in 2010. Mongolia MN: 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 Mongolia – Table MN.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).

This statistic shows the illiteracy rate in China in 2023, by region. Illiterate population refers to the proportion of the population aged 15 and older who are unable to read or have difficulty in reading. In 2023, the illiteracy rate in the Chinese Yunnan province had amounted to 6.14 percent. Illiteracy in China Literacy poses the basis for all other forms of education. Literacy skills are essential for the promotion of sustainable development, both in terms of economic progress and social advance. People with good literacy skills enjoy a better living standard and have better chances in the job market. In comparison with other countries in the Asia Pacific region, literacy in China is relatively high. China’s literacy rate has increased from 66 percent in 1982 to 97.2 percent in 2020. A distinctive gap between gender literacy existed as early as 1982, but gender differences in literacy had become less significant by 2020. This change had been facilitated by education reforms in China, namely mandatory free primary school education has helped to virtually eradicate illiteracy in China. As of 2017, 100 percent of primary-school-age children in China had been enrolled in school, making it one of the countries with the highest primary school enrollment rates worldwide. Regional disparities in literacy However, regional disparities in literacy rate still persist in China. Literacy in regions with a strong economic background tends to be higher than in underdeveloped regions. The literacy rate in Tibet had been at a staggering 29 percent compared with a national average of 3.4 percent in China.

Mongolie: Male literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Mongolie de 2000 à 2020. La valeur moyenne pour Mongolie pendant cette période était de 98.41 pour cent avec un minimum de 97 pour cent en 2000 et un maximum de 99.64 pour cent en 2018.

Abstract

Mongolia has struggled throughout its transition to maintain the levels of education and literacy that were accomplishments of the previous centrally planned system. To cope with the new economic reality, the Government of Mongolia implemented a series of reforms during the 1990's and early 2000's. Mongolia centralized education finance in 2002 after an attempt to decentralize the sector.

Mongolia's education expenditure - as a percentage of total public expenditure - is among the highest of the transition countries. This is, at least in part, due to the high cost of delivering education services in a sparsely populated land with very harsh winters.

This study examines how resources are allocated across schools and how they are used within schools. The survey included detailed interviews with principals, accountants, education managers, teachers and parents from 118 schools in urban and rural areas. Representatives from the Ministry of Education, the Ministry of Finance and provincial education offices were also interviewed regarding school budgets.

Geographic coverage

National

Analysis unit

• Ministry of Education,
• Ministry of Finance,
• Provincial Treasury Offices,
• Provincial Government Offices,
• Schools.

Kind of data

Sample survey data [ssd]

Sampling procedure

The final dataset has information on 118 schools from 22 different provinces (aimag), including Ulaanbaatar, the capital. In terms of their location, 27 percent of the schools in the sample were in Ulaanbaatar, 25 percent were provincial center schools, 35 percent were district (soum) center schools, and the remaining 14 percent were village (bagh) schools.

Sampling deviation

Out of the 120 schools selected for the PETS sample, two were unreachable during data collection. One of them (Dulguun village school, a grade 4 school in the administrative center of Zuunbayan-Ulaan district) had been closed due to a recent sharp decrease in enrollment as a result of out-migration. The other (Bugant school, a grade 10 school in the administrative center of Bugant district) was unreachable due to harsh weather conditions in winter.

Mode of data collection

Face-to-face [f2f]

Research instrument

The questionnaires were designed for central level, provincial level and school level respondents.

At the central level, data were collected from Budgetary Expenditures Department, the Ministry of Finance, and Finance Department, the Ministry of Education.

At the provincial (aimag) level, questions were asked to respondents from Aimag Treasury Offices and Education and Culture Departments, Aimag Government Offices.

At the school level, the following employees were interviewed: principals, accountants, education managers, 8th Grade Class Teachers, 8th Grade Regular Teachers, 8th Grade Class Monitors and 8th Grade Class Parents.

Abstract

Objectives: To obtain information and analyse living conditions of people with disabilities, identify their needs and plan the social welfare.

Reference Period:

Periodicity of Data Collection: Every 10 years

Geographic coverage

Whole country

Analysis unit

Individuals

Universe

Population groups: All age groups

Total population covered: All

Economic activities: NR

Sectors covered: Private sector, public sector, formal sector

Labor force status: Employed persons, unemployed persons, persons outside labour force

Status in Employment: Employees, employers, own-account workers, contributing family workers, members of producers' cooperatives, persons not classifiable by status

Establishments: NR

Other limitations: No

Classifications: Sex, age, level of education, other personal characteristics (e.g. marital status), status in employment, occupation, economic activity

Cross-classification: Age, sex, type and form of disability, urban and rural, ethnicity, marital status, region types, educational level, literacy, school attendance, employment status, economic activities, occupation, Internet and cellular user, type of dwelling, type of water supply, source of electricity supply, source of heating system, type of solid waste disposal, availability of toilets

Kind of data

Census/enumeration data [cen]

Frequency of data collection

Periodicity of Data collection: Every 10 years

mn：非文盲率：成年男性：15岁及以上男性百分比在12-01-2010达98.175%，相较于12-01-2000的98.017%有所增长。mn：非文盲率：成年男性：15岁及以上男性百分比数据按年更新，12-01-2000至12-01-2010期间平均值为98.096%，共2份观测结果。该数据的历史最高值出现于12-01-2010，达98.175%，而历史最低值则出现于12-01-2000，为98.017%。CEIC提供的mn：非文盲率：成年男性：15岁及以上男性百分比数据处于定期更新的状态，数据来源于World Bank，数据归类于全球数据库的蒙古 – 表 MN.世行.WDI：教育统计。