The rate of adult literacy as share of the country's population 15 years and above in Chile was 97.16 percent in 2022. Between 1982 and 2022, the rate of adult literacy rose by 6.16 percentage points, though the increase followed an uneven trajectory rather than a consistent upward trend.

Chile CL: Literacy Rate: Adult Male: % of Males Aged 15 and Above data was reported at 97.190 % in 2022. This records an increase from the previous number of 96.000 % for 2017. Chile CL: Literacy Rate: Adult Male: % of Males Aged 15 and Above data is updated yearly, averaging 96.000 % from Dec 1982 (Median) to 2022, with 8 observations. The data reached an all-time high of 97.190 % in 2022 and a record low of 91.000 % in 1982. Chile CL: 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 Chile – Table CL.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;

Graph and download economic data for Literacy Rate, Adult Total for Chile (SEADTLITRZSCHL) from 1982 to 2022 about literacy, Chile, adult, and rate.

The youth literacy rate (people aged 15-24) in Chile amounted to 99.31 percent in 2022. Between 1982 and 2022, the youth literacy rate rose by 2.31 percentage points, though the increase followed an uneven trajectory rather than a consistent upward trend.

Historical dataset showing Chile literacy rate by year from 1982 to 2022.

Yearly (annual) dataset of the Chile Adult Literacy Rate, including historical data, latest releases, and long-term trends from 1982-12-31 to 2022-12-31. Available for free download in CSV format.

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

Chile CL: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 99.480 % in 2022. This records an increase from the previous number of 99.010 % for 2017. Chile CL: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 99.305 % from Dec 1982 (Median) to 2022, with 12 observations. The data reached an all-time high of 99.620 % in 2011 and a record low of 97.000 % in 1982. Chile CL: 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 Chile – Table CL.World Bank.WDI: Social: 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 (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Chile: Youth literacy rate, ages 15-24: The latest value from 2022 is 99.31 percent, an increase from 99.02 percent in 2017. In comparison, the world average is 90.52 percent, based on data from 65 countries. Historically, the average for Chile from 1982 to 2022 is 98.91 percent. The minimum value, 97 percent, was reached in 1982 while the maximum of 99.41 percent was recorded in 2011.

Time series data for the statistic Literacy_Rate_Adult_Total and country Chile. Indicator Definition: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.The statistic "Literacy Rate Adult Total" stands at 95.72 percent as of 12/31/2002. Regarding the Ten-Year-Change of the series, the current value constitutes an increase of 1.43 percentage points compared to the value ten years prior.The 10 year change in percentage points is 1.43.The Serie's long term average value is 95.34 percent. It's latest available value, on 12/31/2017, is 1.06 percentage points higher, compared to it's long term average value.The Serie's change in percentage points from it's minimum value, on 12/31/1982, to it's latest available value, on 12/31/2017, is +5.27.The Serie's change in percentage points from it's maximum value, on 12/31/2015, to it's latest available value, on 12/31/2017, is -0.47.

97.16 (%) in 2022. 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.

Chile CL: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data was reported at 1.003 Ratio in 2022. This records an increase from the previous number of 1.000 Ratio for 2017. Chile CL: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 1.002 Ratio from Dec 1982 (Median) to 2022, with 12 observations. The data reached an all-time high of 1.005 Ratio in 2003 and a record low of 1.000 Ratio in 2017. Chile CL: 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 Chile – Table CL.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;

In 2020, there were approximately 1.37 million registered users of public libraries in Chile, up from 0.9 million in 2015. This represents an increase of more than 50 percent over half a decade. The average adult literacy rate in Latin America and the Caribbean altogether stood at 94.5 percent in 2020.

Chile Illiteracy Rate: Rural data was reported at 8.338 % in 2017. This records an increase from the previous number of 7.824 % for 2015. Chile Illiteracy Rate: Rural data is updated yearly, averaging 11.708 % from Dec 1990 (Median) to 2017, with 13 observations. The data reached an all-time high of 14.267 % in 1998 and a record low of 7.824 % in 2015. Chile Illiteracy Rate: Rural data remains active status in CEIC and is reported by Ministry of Social Development. The data is categorized under Global Database’s Chile – Table CL.H024: National Socio-Economic Characterization Survey: Education.

In 2024, there were approximately ******* female students and ******* male students enrolled in undergraduate courses in universities in Chile, a considerable increase compared to the previous year.

Education in Chile Education in Chile has demonstrated consistent advancement, driven by the government's increased expenditure in this sector, amounting to **** percent of their GDP. This has resulted in a decline in the percentage of children not enrolled in primary education, now at **** percent, and an increase in the number of undergraduates enrolling in higher education, with *** per 1,000 for females and *** for males. Over time, these measures have positively influenced the literacy rate of the country's population, which has seen a notable increase, reaching ** percent as of 2021. Higher education As education in the country has seen growth, undergraduate programs, particularly universities, have become the primary focus in this field, accommodating approximately ******* students. Notably, nearly half of these students are enrolled in private universities, surpassing the enrollment count in professional institutes. Additionally, the country has become a popular destination for international students from higher education institutes in other Latin American countries, attracting nearly ****** students from abroad.

Chili: Male literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Chili de 1982 à 2022. La valeur moyenne pour Chili pendant cette période était de 98.71 pour cent avec un minimum de 96 pour cent en 1982 et un maximum de 99.29 pour cent en 2015.

ABSTRACT This article presents the results of a cross-sectional descriptive research carried out in a university in south central Chile, in which teachers of Basic Education in training and in active participation, on graphic representations, due to the role they play in the teaching and learning process from the first year of Basic Education in the Chilean school curriculum. For the collection of information, an instrument validated statistically by the authors was applied, which showed a reliability (Cronbach's alpha) of 0.78, which allowed to evaluate the coding and decoding abilities of quantitative information summarized in univariate and bivariate graphical representations, making use of Kimura's taxonomy (1999), whose introduction at the school system level would generate the skills demanded by the national curriculum. The results show that, in general, teachers in training and active have high average percentages in the basic reading ability of univariate information, summarized in polygons of simple frequency. However, the percentages decrease to 61.3% in the future professors and to 50% in the professors in active, because it is a histogram, representation widely used to show the distribution of quantitative information in any course of statistics at national and international level. These results, novelty in the Chilean context, allow us to observe that the teachers in training and in active have not sufficiently developed the ability to make a joint reading of two quantitative variables summarized by means of a graphic representation, demanding innovation in the processes of instruction that guarantee an improvement in learning.

This dataset originates from a pilot study examining Chilean teacher educators’ self-perceived digital competencies using an adapted DigComp 2.2 framework. The research hypothesis proposed that Digital Content Creation and Digital Security would be the weakest competency areas, based on international evidence. The dataset includes responses from 62 teacher educators collected via an online questionnaire comprising 21 items distributed across five domains: Information and Digital Literacy, Communication and Collaboration, Digital Content Creation, Security, and Problem Solving. Each item used an 8-point progressive scale corresponding to DigComp proficiency levels. The data reveal a pronounced asymmetry between digital consumption and production skills: while participants scored highly in Information and Digital Literacy (82.26% medium–high levels), performance in Security (37.10%), Content Creation (43.55%), and Problem Solving (41.94%) was significantly lower (p < .001, r = .78–.80). Cronbach’s α = .969 indicates excellent internal consistency of the instrument. Chi-square analyses (V = .45–.78) show strong interdependence among the weakest domains, suggesting that deficits cluster rather than appear independently. The dataset therefore provides early evidence of an interconnected deficit profile where low performance in one critical area predicts weakness in others. These findings can be interpreted as indicators of limited technological autonomy and creative digital agency among teacher educators. The data are valuable for researchers and policymakers aiming to design integrated professional development programs that address multiple digital competencies simultaneously. All data were gathered anonymously with informed consent. They can be reused for replication studies, cross-cultural comparisons, or instrument validation in other higher education contexts.

Chile Literacy: Female: Can Read & Write data was reported at 7,397,718.000 Person in 2017. This records an increase from the previous number of 7,252,448.000 Person for 2015. Chile Literacy: Female: Can Read & Write data is updated yearly, averaging 5,782,724.000 Person from Dec 1990 (Median) to 2017, with 13 observations. The data reached an all-time high of 7,397,718.000 Person in 2017 and a record low of 4,607,173.000 Person in 1990. Chile Literacy: Female: Can Read & Write data remains active status in CEIC and is reported by Ministry of Social Development. The data is categorized under Global Database’s Chile – Table CL.H024: National Socio-Economic Characterization Survey: Education.

33 one-on-one dialogic reading sessions were implemented by 14 Chilean preservice childhood educators (PSECEs) in Chile with children aged 1 to 6. Data is in Spanish and has been anonymized. Rows in this dataset correspond to all prompts produced by these PSECEs, a total of 1,289. Columns in this dataset correspond to 1) Preservice early childhood educators (PSECE) ID, 2) Reading dialogic session ID, 3) PSECEs' gender, 4) Children's gender, 5) Children's age in years, 6) Position of prompt within each session, 7) PSCEs prompts while reading with children, 8) Children's answer to each prompt, 9) Number of additional steps from PEER structure followed by PSECEs after each prompt.