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

Saudi Arabia SA: Literacy Rate: Youth: % of People Age 15-24 data was reported at 99.222 % in 2013. This records an increase from the previous number of 95.850 % for 2004. Saudi Arabia SA: Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 95.881 % from Dec 1992 (Median) to 2013, with 4 observations. The data reached an all-time high of 99.222 % in 2013 and a record low of 87.856 % in 1992. Saudi Arabia SA: 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 Saudi Arabia – Table SA.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).

Saudi Arabia: Female literacy rate, ages 15-24: The latest value from 2020 is 99 percent, unchanged from 99 percent in 2017. In comparison, the world average is 92.09 percent, based on data from 37 countries. Historically, the average for Saudi Arabia from 1992 to 2020 is 94.5 percent. The minimum value, 81 percent, was reached in 1992 while the maximum of 99 percent was recorded in 2013.

Graph and download economic data for Literacy Rate, Adult Total for Saudi Arabia (SEADTLITRZSSAU) from 1992 to 2024 about literacy, adult, Saudi Arabia, and rate.

Literacy rate, youth female (% of females ages 15-24) in Saudi Arabia was reported at 99.75 % in 2024, according to the World Bank collection of development indicators, compiled from officially recognized sources. Saudi Arabia - Literacy rate, youth female (% of females ages 15-24) - actual values, historical data, forecasts and projections were sourced from the World Bank on November of 2025.

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

Saudi Arabia SA: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 99.137 % in 2013. This records an increase from the previous number of 94.676 % for 2004. Saudi Arabia SA: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 94.194 % from Dec 1992 (Median) to 2013, with 4 observations. The data reached an all-time high of 99.137 % in 2013 and a record low of 81.074 % in 1992. Saudi Arabia SA: 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 Saudi Arabia – Table SA.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).

Historical dataset showing Saudi Arabia literacy rate by year from 1992 to 2020.

According to a survey on education and training in Saudi Arabia in 2017, the illiteracy rate of female youths as a percentage of total population was *** percent and *** percent for male respondents. The youth population between the age of ** to ** was the highest in Saudi Arabia in 2020 among all age groups.

Saudi Arabia SA: Literacy Rate: Adult Male: % of Males Aged 15 and Above data was reported at 96.531 % in 2013. This records an increase from the previous number of 87.532 % for 2004. Saudi Arabia SA: Literacy Rate: Adult Male: % of Males Aged 15 and Above data is updated yearly, averaging 87.296 % from Dec 1992 (Median) to 2013, with 4 observations. The data reached an all-time high of 96.531 % in 2013 and a record low of 79.969 % in 1992. Saudi Arabia SA: 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 Saudi Arabia – Table SA.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).

Saudi Arabia SA: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 94.426 % in 2013. This records an increase from the previous number of 82.858 % for 2004. Saudi Arabia SA: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 81.104 % from Dec 1992 (Median) to 2013, with 4 observations. The data reached an all-time high of 94.426 % in 2013 and a record low of 70.822 % in 1992. Saudi Arabia SA: 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 Saudi Arabia – Table SA.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).

Explore Saudi Arabia's education development indicators , including net attendance rates, literacy rates, teacher salaries, and more. Discover valuable insights and trends in education data for Saudi Arabia and other countries in the region.

UIS, attendance rate, literacy rate, teacher salaries, education indicators, net enrolment rate, drop-out rate, population, schooling

Saudi Arabia, Kuwait, Oman, Qatar, Bahrain, China, India

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Note: © 2016 The World Bank Group, All Rights Reserved.Saudi Arabia education indicator related dataset from the world bank. There are over 1300 series in the dataset, we have selected those relevant to education category. Checkout other related dataset Population, Health and Employment in demographic category of our portal.Citation: "World Development Indicators| World Databank". Databank.worldbank.org. N.p., 2016. Web. 10 Mar. 2016.

Cross sectional data, all countries for the statistic Literacy_Rate_Adult_Total. 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.Indicator Unit:The statistic is measured in Percent.Descriptive Statistics regarding the Indicator "Literacy Rate Adult Total":The number of countries with data stands at: 20 countries.The average value across those countries stands at: 92.82.The standard deviation across those countries stands at: 6.92.The lowest value stands at: 70.41, and was observed in Nigeria, which in this case constitutes the country that ranks last.The highest value stands at: 99.68, and was observed in Georgia, which in this case constitutes the country that ranks first.Looking at countries with values, the top 5 countries are:1. Georgia, actual value 99.68, actual ranking 1.2. Uruguay, actual value 98.91, actual ranking 2.3. United Arab Emirates, actual value 98.81, actual ranking 3.4. West Bank and Gaza, actual value 97.94, actual ranking 4.5. Saudi Arabia, actual value 97.93, actual ranking 5.Looking at countries with values, the bottom 5 countries are:1. Nigeria, actual value 70.41, actual ranking 20.2. Guatemala, actual value 82.11, actual ranking 19.3. Honduras, actual value 88.25, actual ranking 18.4. Cabo Verde, actual value 88.47, actual ranking 17.5. El Salvador, actual value 89.77, actual ranking 16.

United States - Literacy Rate, Adult Total for the Arab World was 76.15426 % of People Ages 15 and Above in January of 2023, according to the United States Federal Reserve. Historically, United States - Literacy Rate, Adult Total for the Arab World reached a record high of 76.15426 in January of 2023 and a record low of 44.90297 in January of 1977. Trading Economics provides the current actual value, an historical data chart and related indicators for United States - Literacy Rate, Adult Total for the Arab World - last updated from the United States Federal Reserve on November of 2025.

Adult literacy rate of Syrian Arab Republic rocketed by 16.80% from 80.8 % in 2004 to 94.4 % in 2021. Since the 48.95% jump in 2002, adult literacy rate surged by 13.91% in 2021. 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.

BackgroundFood literacy is capturing the attention worldwide and gaining traction in the Arab countries. Strengthening food and nutrition literacy among Arab teenagers are important promising empowering tools which can protect them from malnutrition. This study aims to assess the nutrition literacy status of adolescents with the food literacy of their parents in 10 Arab countries.MethodsThis cross-sectional study involving a convenient sample of 5,401 adolescent-parent dyads (adolescents: mean age ± SD: 15.9 ± 3.0, females: 46.8%; parents: mean age ± SD: 45.0 ± 9.1, mothers: 67.8%) was launched between 29 April and 6 June 2022 in 10 Arab nations. The Adolescent Nutrition Literacy Scale (ANLS) and the Short Food Literacy Questionnaire (SFLQ) were used to meet the study aims.ResultsMore than one-quarter (28%) of adolescents had poor nutrition literacy, with 60% of their parents being food illiterate. The top three countries with nutritionally” less literate” adolescents were Qatar (44%), Lebanon (37.4%), and Saudi Arabia (34.9%). Adolescents’ age, gender, education level, primary caregivers, employment status, and the inclusion of nutrition education in the schools’ curriculum predicted the nutrition literacy levels of Arab adolescents. Besides, parental weight status, health status, parent’s food literacy level, and the number of children per household were significant determinants too. Adolescents studying at a university and having parents with adequate food literacy had the highest odds of being nutritionally literate (OR = 4.5, CI = 1.8–11.5, p = 0.001, OR = 1.8, CI = 1.6–2.1, p 

Literacy rate, adult total (% of people ages 15 and above) in United Arab Emirates was reported at 98.81 % in 2024, according to the World Bank collection of development indicators, compiled from officially recognized sources. United Arab Emirates - Literacy rate, adult total (% of people ages 15 and above) - actual values, historical data, forecasts and projections were sourced from the World Bank on November of 2025.

季节性调整后：非文盲率：成年男性：15岁及以上男性百分比在12-01-2013达96.531%，相较于12-01-2004的87.532%有所增长。季节性调整后：非文盲率：成年男性：15岁及以上男性百分比数据按年更新，12-01-1992至12-01-2013期间平均值为87.296%，共4份观测结果。该数据的历史最高值出现于12-01-2013，达96.531%，而历史最低值则出现于12-01-1992，为79.969%。CEIC提供的季节性调整后：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Global Database的沙特阿拉伯 – 表 SA.世界银行：教育统计。

I built this dataset to answer one big question: Can people in developing regions be happier without being rich? I combined data from trusted global reports to compare happiness, education, and money in 14 South Asian and Middle Eastern countries.

What’s Inside?

• Happiness Scores (0–10 scale from the 2023 World Happiness Report)
• Education Stats: Literacy rates, school enrollment (offline), and % of people using online learning (UNESCO + government surveys)
• Money Metrics: GDP per person, average income, unemployment, and poverty rates (World Bank)
• Social Support: How much people feel helped by friends/family

Why These Countries?

• Places like India and Bangladesh have booming online education but low incomes.
• Gulf nations like Qatar and UAE are rich but score lower on social freedom.
• Afghanistan and Lebanon show how wars and crises crush happiness.

Cool Things You Can Do

1. Compare “happy poor” vs. “unhappy rich” countries:
   • Nepal (happiness = 5.269 | GDP = $1,380) vs. Saudi Arabia (happiness = 6.494 | GDP = $24,500)
2. Test if online education beats traditional schools:
   • UAE has 38.2% online learning access vs. Pakistan’s 11.8%
3. Find hidden patterns: Why does Sri Lanka have 92.3% literacy but high poverty (25.6%)?

Data Sources

• Happiness Scores: World Happiness Report 2023
• Education & Economy: World Bank and UNESCO (2023 estimates)
• Missing Data: Afghanistan’s GDP/income stats are blank due to Taliban rule.

Who Should Use This?

• Teachers studying education’s role in happiness
• Economists exploring “money vs. joy” debates
• Students learning data analysis with real-world problems

Pro Tip: Use maps to compare regions! Saudi Arabia’s happiness (6.494) is double Afghanistan’s (1.859).

Abstract

The PIRLS 2006 aimed to generate a database of student achievement data in addition to information on student, parent, teacher, and school background data for the 47 areas that participated in PIRLS 2006.

Geographic coverage

Nationally representative

Analysis unit

Units of analysis in the study are schools, students, parents and teachers.

Universe

PIRLS is a study of student achievement in reading comprehension in primary school, and is targeted at the grade level in which students are at the transition from learning to read to reading to learn, which is the fourth grade in most countries. The formal definition of the PIRLS target population makes use of UNESCO's International Standard Classification of Education (ISCED) in identifying the appropriate target grade:

"…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. For most countries, the target grade should be the fourth grade, or its national equivalent."

ISCED Level 1 corresponds to primary education or the first stage of basic education, and should mark the beginning of "systematic apprenticeship of reading, writing, and mathematics" (UNESCO, 1999). By the fourth year of Level 1, students have had 4 years of formal instruction in reading, and are in the process of becoming independent readers. In IEA studies, the above definition corresponds to what is known as the international desired target population. Each participating country was expected to define its national desired population to correspond as closely as possible to this definition (i.e., its fourth grade of primary school). In order to measure trends, it was critical that countries that participated in PIRLS 2001, the previous cycle of PIRLS, choose the same target grade for PIRLS 2006 that was used in PIRLS 2001. Information about the target grade in each country is provided in Chapter 9 of the PIRLS 2006 Technical Report.

Although countries were expected to include all students in the target grade in their definition of the population, sometimes it was not possible to include all students who fell under the definition of the international desired target population. Consequently, occasionally a country's national desired target population excluded some section of the population, based on geographic or linguistic constraints. For example, Lithuania's national desired target population included only students in Lithuanian-speaking schools, representing approximately 93 percent of the international desired population of students in the country. PIRLS participants were expected to ensure that the national defined population included at least 95 percent of the national desired population of students. Exclusions (which had to be kept to a minimum) could occur at the school level, within the sampled schools, or both. Although countries were expected to do everything possible to maximize coverage of the national desired population, school-level exclusions sometimes were necessary. Keeping within the 95 percent limit, school-level exclusions could include schools that:

• were geographically remote,
• had very few students,
• had a curriculum or structure different from the mainstream education system, or
• were specifically for students with special needs.

The difference between these school-level exclusions and those at the previous level is that these schools were included as part of the sampling frame (i.e., the list of schools to be sampled). Th ey then were eliminated on an individual basis if it was not feasible to include them in the testing.

In many education systems, students with special educational needs are included in ordinary classes. Due to this fact, another level of exclusions is necessary to reach an eff ective target population-the population of students who ultimately will be tested. These are called within-school exclusions and pertain to students who are unable to be tested for a particular reason but are part of a regular classroom. There are three types of within-school exclusions.

• Intellectually disabled students
• Functionally disabled students
• Non-native language speakers

Students eligible for within-school exclusion were identified by staff at the schools and could still be administered the test if the school did not want the student to feel out of place during the assessment (though the data from these students were not included in any analyses). Again, it was important to ensure that this population was as close to the national desired target population as possible. If combined, school-level and within-school exclusions exceeded 5 percent of the national desired target population, results were annotated in the PIRLS 2006 International Report (Mullis, Martin, Kennedy, & Foy, 2007). Target population coverage and exclusion rates are displayed for each country in Chapter 9 of the PIRLS 2006 Technical Report. Descriptions of the countries' school-level and within-school exclusions can be found in Appendix B of the PIRLS 2006 Technical Report.

Kind of data

Sample survey data [ssd]

Sampling procedure

The basic sample design used in PIRLS 2006 is known as a two-stage stratified cluster design, with the first stage consisting of a sample of schools, and the second stage consisting of a sample of intact classrooms from the target grade in the sampled schools. While all participants adopted this basic two-stage design, four countries, with approval from the PIRLS sampling consultants, added an extra sampling stage. The Russian Federation and the United States introduced a preliminary sampling stage, (first sampling regions in the case of the Russian Federation and primary sampling units consisting of metropolitan areas and counties in the case of the United States). Morocco and Singapore also added a third sampling stage; in these cases, sub-sampling students within classrooms rather than selecting intact classes.

For countries participating in PIRLS 2006, school stratification was used to enhance the precision of the survey results. Many participants employed explicit stratification, where the complete school sampling frame was divided into smaller sampling frames according to some criterion, such as region, to ensurea predetermined number of schools sampled for each stratum. For example, Austria divided its sampling frame into nine regions to ensure proportional representation by region (see Appendix B for stratification information for each country). Stratification also could be done implicitly, a procedure by which schools in a sampling frame were sorted according to a set of stratification variables prior to sampling. For example, Austria employed implicit stratification by district and school size within each regional stratum. Regardless of the other stratification variables used, all countries used implicit stratification by a measure of size (MOS) of the school.

All countries used a systematic (random start, fixed interval) probability proportional-to-size (PPS) sampling approach to sample schools. Note that when this method is combined with an implicit stratification procedure, the allocation of schools in the sample is proportional to the size of the implicit strata. Within the sampled schools, classes were sampled using a systematic random method in all countries except Morocco and Singapore, where classes were sampled with probability proportional to size, and students within classes sampled with equal probability. The PIRLS 2006 sample designs were implemented in an acceptable manner by all participants.

Sampling deviation

8 National Research Coordinators (NRCs) encountered organizational constraints in their systems that necessitated deviations from the sample design. In each case, the Statistics Canada sampling expert was consulted to ensure that the altered design remained compatible with the PIRLS standards.

These country specific deviations from sample design are detailed in Appendix B of the PIRLS 2006 Technical Report (page 231) attached as Related Material.

Mode of data collection

Face-to-face [f2f]

Research instrument

• PIRLS Background Questionnaires By gathering information about children’s experiences together with reading achievement on the PIRLS test, it is possible to identify the factors or combinations of factors that relate to high reading literacy. An important part of the PIRLS design is a set of questionnaires targeting factors related to reading literacy. PIRLS administered four questionnaires: to the tested students, to their parents, to their reading teachers, and to their school principals.

• Student Questionnaire Each student taking the PIRLS reading assessment completes the student questionnaire. The questionnaire asks about aspects of students’ home and school experiences - including instructional experiences and reading for homework, self-perceptions and attitudes towards reading, out-of-school reading habits, computer use, home literacy resources, and basic demographic information.

• Learning to Read (Home) Survey The learning to read survey is completed by the parents or primary caregivers of each student taking the PIRLS reading assessment. It addresses child-parent literacy interactions, home literacy resources, parents’ reading habits and attitudes, homeschool connections, and basic demographic and socioeconomic indicators.

• Teacher Questionnaire The reading teacher of each fourth-grade class sampled for PIRLS completes a questionnaire designed to gather information about classroom contexts for developing reading literacy. This questionnaire