The rate of adult literacy as share of the country's population 15 years and above in Guatemala increased by two percentage points (+2.47 percent) in 2022. Therefore, the rate of adult literacy in Guatemala reached a peak in 2022 with 83.03 percent. Over the observed period, the rate of adult literacy has been subject to fluctuation.The adult literacy rate refers to the share of individuals aged 15 years and older who can read and write as well as understand simple expressions about their daily lives.

In 2022, the youth literacy rate (people aged 15-24) in Guatemala remained nearly unchanged at around 94.98 percent. Still, 2022 marked the second consecutive decline of the youth literacy rate. The youth literacy rate refers to the share of individuals between the ages of 15 and 24 and who can read and write as well as understand simple expressions about their daily lives.

Guatemala GT: Literacy Rate: Youth: % of People Age 15-24 data was reported at 94.354 % in 2014. This records an increase from the previous number of 91.852 % for 2013. Guatemala GT: Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 91.852 % from Dec 1994 (Median) to 2014, with 5 observations. The data reached an all-time high of 94.354 % in 2014 and a record low of 75.988 % in 1994. Guatemala GT: 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 Guatemala – Table GT.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).

The literacy rate of people ages 15 years and over in Guatemala increased by 3.5 percentage points (+4.33 percent) in 2022 in comparison to the previous observation. With 84.27 percent, the rate thereby reached its highest value in the observed period. Over the observed period, the rate has been subject to fluctuation.For more insights about the literacy rate of people ages 15 years and over consider different countries: In 2022, in comparison to Guatemala, the rate in Brazil as well as in Ecuador was considerably higher.

Guatemala literacy rate for 2022 was 84.27%, a 3.46% increase from 2018.

• Guatemala literacy rate for 2018 was 80.81%, a 0.48% decline from 2014.
• Guatemala literacy rate for 2014 was 81.29%, a 4.25% increase from 2013.
• Guatemala literacy rate for 2013 was 77.04%, a 1.23% decline from 2012.

Guatemala GT: School Enrollment: Secondary: Female: % Net data was reported at 46.159 % in 2016. This records a decrease from the previous number of 46.316 % for 2015. Guatemala GT: School Enrollment: Secondary: Female: % Net data is updated yearly, averaging 38.341 % from Dec 1972 (Median) to 2016, with 16 observations. The data reached an all-time high of 46.316 % in 2015 and a record low of 6.907 % in 1972. Guatemala GT: School Enrollment: Secondary: Female: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Guatemala – Table GT.World Bank: Education Statistics. Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.; ; 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).

The literacy rate of people ages 15 years and over in Brazil increased by 1.5 percentage points (+1.61 percent) in 2022 in comparison to the previous observation. Therefore, the rate in Brazil reached a peak in 2022 with 94.69 percent. For more insights about the literacy rate of people ages 15 years and over consider different countries: In 2022, in comparison to Brazil, the rate in Guatemala was considerably lower, while it was higher in Venezuela.

In 2022, the literacy rate of people ages 15 years and over in Chile remained nearly unchanged at around 97.16 percent. Nevertheless, 2022 still represents a peak in the rate in Chile with 97.16 percent. For more insights about the literacy rate of people ages 15 years and over consider different countries: In 2022, in comparison to Chile, the rate in the Dominican Republic was lower and in Guatemala it was considerably lower.

GT：非文盲率：成年人：占15岁及以上人群百分比在12-01-2014达81.286%，相较于12-01-2013的77.039%有所增长。GT：非文盲率：成年人：占15岁及以上人群百分比数据按年更新，12-01-1994至12-01-2014期间平均值为77.039%，共5份观测结果。该数据的历史最高值出现于12-01-2014，达81.286%，而历史最低值则出现于12-01-1994，为64.212%。CEIC提供的GT：非文盲率：成年人：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Global Database的危地马拉 – 表 GT.世界银行：教育统计。

83,03 (%) 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.

Goal 4Ensure inclusive and equitable quality education and promote lifelong learning opportunities for allTarget 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomesIndicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sexSE_TOT_PRFL: Proportion of children and young people achieving a minimum proficiency level in reading and mathematics (%)Indicator 4.1.2: Completion rate (primary education, lower secondary education, upper secondary education)SE_TOT_CPLR: Completion rate, by sex, location, wealth quintile and education level (%)Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary educationIndicator 4.2.1: Proportion of children aged 24-59 months who are developmentally on track in health, learning and psychosocial well-being, by sexiSE_DEV_ONTRK: Proportion of children aged 36−59 months who are developmentally on track in at least three of the following domains: literacy-numeracy, physical development, social-emotional development, and learning (% of children aged 36-59 months)Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age), by sexSE_PRE_PARTN: Participation rate in organized learning (one year before the official primary entry age), by sex (%)Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including universityIndicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sexSE_ADT_EDUCTRN: Participation rate in formal and non-formal education and training, by sex (%)Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipIndicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skillSE_ADT_ACTS: Proportion of youth and adults with information and communications technology (ICT) skills, by sex and type of skill (%)Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situationsIndicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregatedSE_GPI_PTNPRE: Gender parity index for participation rate in organized learning (one year before the official primary entry age), (ratio)SE_GPI_TCAQ: Gender parity index of trained teachers, by education level (ratio)SE_GPI_PART: Gender parity index for participation rate in formal and non-formal education and training (ratio)SE_GPI_ICTS: Gender parity index for youth/adults with information and communications technology (ICT) skills, by type of skill (ratio)SE_IMP_FPOF: Immigration status parity index for achieving at least a fixed level of proficiency in functional skills, by numeracy/literacy skills (ratio)SE_NAP_ACHI: Native parity index for achievement (ratio)SE_LGP_ACHI: Language test parity index for achievement (ratio)SE_TOT_GPI: Gender parity index for achievement (ratio)SE_TOT_SESPI: Low to high socio-economic parity status index for achievement (ratio)SE_TOT_RUPI: Rural to urban parity index for achievement (ratio)SE_ALP_CPLR: Adjusted location parity index for completion rate, by sex, location, wealth quintile and education levelSE_AWP_CPRA: Adjusted wealth parity index for completion rate, by sex, location, wealth quintile and education levelSE_AGP_CPRA: Adjusted gender parity index for completion rate, by sex, location, wealth quintile and education levelTarget 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracyIndicator 4.6.1: Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sexSE_ADT_FUNS: Proportion of population achieving at least a fixed level of proficiency in functional skills, by sex, age and type of skill (%)Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable developmentIndicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessmentTarget 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for allIndicator 4.a.1: Proportion of schools offering basic services, by type of serviceSE_ACS_CMPTR: Schools with access to computers for pedagogical purposes, by education level (%)SE_ACS_H2O: Schools with access to basic drinking water, by education level (%)SE_ACS_ELECT: Schools with access to electricity, by education level (%)SE_ACC_HNDWSH: Schools with basic handwashing facilities, by education level (%)SE_ACS_INTNT: Schools with access to the internet for pedagogical purposes, by education level (%)SE_ACS_SANIT: Schools with access to access to single-sex basic sanitation, by education level (%)SE_INF_DSBL: Proportion of schools with access to adapted infrastructure and materials for students with disabilities, by education level (%)Target 4.b: By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countriesIndicator 4.b.1: Volume of official development assistance flows for scholarships by sector and type of studyDC_TOF_SCHIPSL: Total official flows for scholarships, by recipient countries (millions of constant 2018 United States dollars)Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing StatesIndicator 4.c.1: Proportion of teachers with the minimum required qualifications, by education leveliSE_TRA_GRDL: Proportion of teachers who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country, by sex and education level (%)