Actual value and historical data chart for Bahrain Literacy Rate Adult Total Percent Of People Ages 15 And Above

Graph and download economic data for Literacy Rate, Adult Total for Bahrain (SEADTLITRZSBHR) from 1981 to 2024 about Bahrain, literacy, adult, and rate.

Historical dataset showing Bahrain literacy rate by year from 1981 to 2023.

Bahrain BH: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 98.000 % in 2023. This stayed constant from the previous number of 98.000 % for 2022. Bahrain BH: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 89.650 % from Dec 1981 (Median) to 2023, with 6 observations. The data reached an all-time high of 98.000 % in 2023 and a record low of 70.000 % in 1981. Bahrain BH: 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 Bahrain – Table BH.World Bank.WDI: Social: 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 (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Yearly (annual) dataset of the Bahrain Adult Literacy Rate, including historical data, latest releases, and long-term trends from 1981-12-31 to 2023-12-31. Available for free download in CSV format.

Actual value and historical data chart for Bahrain Literacy Rate Youth Female Percent Of Females Ages 15 24

Adult literacy rate of Bahrain dipped by 0.03% from 97.85 % in 2023 to 97.82 % in 2024. Since the 13.08% surge in 2022, adult literacy rate decreased by 0.05% in 2024. Adult literacy rate is the percentage of people ages 15 and above who can, with understanding, read and write a short, simple statement on their everyday life.

Bahrain: Youth literacy rate, ages 15-24: The latest value from 2023 is 99 percent, unchanged from 99 percent in 2022. In comparison, the world average is 93.71 percent, based on data from 6 countries. Historically, the average for Bahrain from 1981 to 2023 is 96.33 percent. The minimum value, 86 percent, was reached in 1981 while the maximum of 100 percent was recorded in 2011.

Bahrain BH: Literacy Rate: Adult Female: % of Females Aged 15 and Above data was reported at 96.000 % in 2023. This stayed constant from the previous number of 96.000 % for 2022. Bahrain BH: Literacy Rate: Adult Female: % of Females Aged 15 and Above data is updated yearly, averaging 87.350 % from Dec 1981 (Median) to 2023, with 6 observations. The data reached an all-time high of 96.000 % in 2023 and a record low of 59.000 % in 1981. Bahrain BH: 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 Bahrain – Table BH.World Bank.WDI: Social: 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 (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Actual value and historical data chart for Bahrain Elderly Literacy Rate Population 65 Years Male Percent

Elderly literacy rate, population 65+ years, both sexes (%) in Bahrain was reported at 71.54 % in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Bahrain - Elderly literacy rate, population 65+ years, both sexes - actual values, historical data, forecasts and projections were sourced from the World Bank on November of 2025.

Bahrain BH: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data was reported at 1.000 Ratio in 2023. This stayed constant from the previous number of 1.000 Ratio for 2022. Bahrain BH: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 1.000 Ratio from Dec 1981 (Median) to 2023, with 6 observations. The data reached an all-time high of 1.000 Ratio in 2023 and a record low of 1.000 Ratio in 2023. Bahrain BH: 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 Bahrain – Table BH.World Bank.WDI: Social: 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 (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Literacy rate, youth (ages 15-24), gender parity index (GPI) in Bahrain was reported at 1 % in 2024, according to the World Bank collection of development indicators, compiled from officially recognized sources. Bahrain - Ratio of young literate females to males (% ages 15-24) - actual values, historical data, forecasts and projections were sourced from the World Bank on November of 2025.

Bahreïn: Youth literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Bahreïn de 1981 à 2023. La valeur moyenne pour Bahreïn pendant cette période était de 96.33 pour cent avec un minimum de 86 pour cent en 1981 et un maximum de 100 pour cent en 2011.

Time series data for the statistic Administration of a nationally-representative learning assessment at the end of primary in reading (number) and country Bahrain. Indicator Definition:

非文盲率：成人：占15岁及以上人群百分比在12-01-2023达98.000%，相较于12-01-2022的98.000%保持不变。非文盲率：成人：占15岁及以上人群百分比数据按年更新，12-01-1981至12-01-2023期间平均值为89.650%，共6份观测结果。该数据的历史最高值出现于12-01-2023，达98.000%，而历史最低值则出现于12-01-1981，为70.000%。CEIC提供的非文盲率：成人：占15岁及以上人群百分比数据处于定期更新的状态，数据来源于World Bank，数据归类于全球数据库的巴林 – Table BH.World Bank.WDI: Social: Education Statistics。

Abstract

PIRLS provides internationally comparative data on how well children read by assessing students’ reading achievement at the end of grade four. PIRLS 2016 is the fourth cycle of the study and collects considerable background information on how education systems provide educational opportunities to their students, as well as the factors that influence how students use this opportunity. In 2016 PIRLS was extended to include ePIRLS – an innovative assessment of online reading.

The results of PIRLS 2016 demonstrate a number of positive developments in reading literacy worldwide. For the first time in the history of the study, as many as 96 percent of fourth graders from over 60 education systems achieved above the PIRLS low international benchmark.

Geographic coverage

Nationally representative samples of approximately 4,000 students from 150 to 200 schools participated in PIRLS 2016. About 319,000 students, 310,000 parents, 16,000 teachers, and 12,000 schools participated in total.

Analysis unit

The unit of analysis describes:

• Schools

• Students

• Parents

• Teachers

Universe

All students enrolled in the grade that represents four years of schooling counting from the first year of ISCED Level 1, providing the mean age at the time of testing is at least 9.5 years.

All students enrolled in the target grade, regardless of their age, belong to the international target population and should be eligible to participate in PIRLS. Because students are sampled in two stages, first by randomly selecting a school and then randomly selecting a class from within the school, it is necessary to identify all schools in which eligible students are enrolled. Essentially, eligible schools for PIRLS are those that have any students enrolled in the target grade, regardless of type of school.

Kind of data

Sample survey data [ssd]

Sampling procedure

PIRLS is designed to provide valid and reliable measurement of trends in student achievement in countries around the world, while keeping to a minimum the burden on schools, teachers, and students. The PIRLS program employs rigorous school and classroom sampling techniques so that achievement in the student population as a whole may be estimated accurately by assessing just a sample of students from a sample of schools. PIRLS assesses reading achievement at fourth grade. The PIRLS 2016 cycle also included PIRLS Literacy-a new, less difficult reading literacy assessment, and ePIRLS-an extension of PIRLS with a focus on online informational reading.

PIRLS employs a two-stage random sample design, with a sample of schools drawn as a first stage and one or more intact classes of students selected from each of the sampled schools as a second stage. Intact classes of students are sampled rather than individuals from across the grade level or of a certain age because PIRLS pays particular attention to students’ curricular and instructional experiences, and these typically are organized on a classroom basis. Sampling intact classes also has the operational advantage of less disruption to the school’s day-to-day business than individual student sampling.

SAMPLE SIZE

For most countries, the PIRLS precision requirements are met with a school sample of 150 schools and a student sample of 4,000 students for each target grade. Depending on the average class size in the country, one class from each sampled school may be sufficient to achieve the desired student sample size. For example, if the average class size in a country were 27 students, a single class from each of 150 schools would provide a sample of 4,050 students (assuming full participation by schools and students). Some countries choose to sample more than one class per school, either to increase the size of the student sample or to provide a better estimate of school level effects.

For countries choosing to participate in both PIRLS and PIRLS Literacy, the required student sample size is doubled-i.e., around 8,000 sampled students. Countries could choose to select more schools or more classes within sampled schools to achieve the required sample size. Because ePIRLS is designed to be administered to students also taking PIRLS, the PIRLS sample size requirement remains the same for countries choosing also to participate in ePIRLS.

PIRLS STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN

The basic international sample design for PIRLS is a stratified two-stage cluster sample design, as follows:

• First Sampling Stage. For the first sampling stage, schools are sampled with probabilities proportional to their size (PPS) from the list of all schools in the population that contain eligible students. The schools in this list (or sampling frame) may be stratified (sorted) according to important demographic variables. Schools for the field test and data collection are sampled simultaneously using a systematic random sampling approach. Two replacement schools are also pre-assigned to each sampled school during the sample selection process, and these replacement schools are held in reserve in case the originally sampled school refuses to participate. Replacement schools are used solely to compensate for sample size losses in the event that the originally sampled school does not participate. School sampling is conducted for each country by Statistics Canada with assistance from IEA Hamburg, using the sampling frame provided by the country’s National Research Coordinator.

• Second Sampling Stage. The second sampling stage consists of the selection of one (or more) intact class from the target grade of each participating school. Class sampling in each country is conducted by the National Research Coordinator using the Within-School Sampling Software (WinW3S) developed by IEA Hamburg and Statistics Canada. Having secured a sampled school’s agreement to participate in the assessment, the National Research Coordinator requests information about the number of classes and teachers in the school and enters it in the WinW3S database.

Classes smaller than a specified minimum size are grouped into pseudo-classes prior to sampling. The software selects classes with equal probabilities within schools. All students in each sampled class participate in the assessment. Sampled classes that refuse to participate may not be replaced.

For countries participating in both PIRLS and PIRLS Literacy, students within a sampled class are randomly assigned either a PIRLS or PIRLS Literacy booklet through a booklet rotation system. This is done to ensure that PIRLS and PIRLS Literacy are administered to probabilistically equivalent samples. In countries taking part in ePIRLS, all students assessed in PIRLS are expected to participate in ePIRLS.

STRATIFICATION

Stratification consists of arranging the schools in the target population into groups, or strata, that share common characteristics such as geographic region or school type. Examples of stratification variables used in PIRLS include region of the country (e.g., states or provinces); school type or source of funding (e.g., public or private); language of instruction; level of urbanization (e.g., urban or rural area); socioeconomic indicators; and school performance on national examinations.

In PIRLS, stratification is used to:

• Improve the efficiency of the sample design, thereby making survey estimates more reliable

• Apply different sample designs, such as disproportionate sample allocations, to specific groups of schools (e.g., those in certain states or provinces)

• Ensure proportional representation of specific groups of schools in the sample School stratification can take two forms: explicit and implicit. In explicit stratification, a separate school list or sampling frame is constructed for each stratum and a sample of schools is drawn from that stratum. In PIRLS, the major reason for considering explicit stratification is disproportionate allocation of the school sample across strata. For example, in order to produce equally reliable estimates for each geographic region in a country, explicit stratification by region may be used to ensure the same number of schools in the sample for each region, regardless of the relative population size of the regions.

Implicit stratification consists of sorting the schools by one or more stratification variables within each explicit stratum, or within the entire sampling frame if explicit stratification is not used. The combined use of implicit strata and systematic sampling is a very simple and effective way of ensuring a proportional sample allocation of students across all implicit strata. Implicit stratification also can lead to improved reliability of achievement estimates when the implicit stratification variables are correlated with student achievement.

National Research Coordinators consult with Statistics Canada and IEA Hamburg to identify the stratification variables to be included in their sampling plans. The school sampling frame is sorted by the stratification variables prior to sampling schools so that adjacent schools are as similar as possible. Regardless of any other explicit or implicit variables that may be used, the school size is always included as an implicit stratification variable.

SCHOOL SAMPLING FRAME

One of the National Research Coordinator’s most important sampling tasks is the construction of a school sampling frame for the target population. The sampling frame is a list of all schools in the country that have students enrolled in the target grade and is the list from which the school sample is drawn. A well-constructed sampling frame provides complete coverage of the national target population without being contaminated by incorrect or duplicate entries or entries that refer to elements that are not

性别对等指数（GPI）：非文盲率：青年15-24岁在12-01-2023达1.000Ratio，相较于12-01-2022的1.000Ratio保持不变。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12-01-2023期间平均值为1.000Ratio，共6份观测结果。该数据的历史最高值出现于12-01-2023，达1.000Ratio，而历史最低值则出现于12-01-2023，为1.000Ratio。CEIC提供的性别对等指数（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巴林 – Table BH.World Bank.WDI: Social: Education Statistics。