Literacy rate, adult total (% of people ages 15 and above) in Rwanda was reported at 79 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Rwanda - Literacy rate, adult total (% of people ages 15 and above) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Historical chart and dataset showing Rwanda literacy rate by year from 1978 to 2022.

Rwanda RW: Literacy Rate: Youth: % of People Age 15-24 data was reported at 82.331 % in 2012. This records an increase from the previous number of 77.345 % for 2010. Rwanda RW: Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 77.345 % from Dec 1978 (Median) to 2012, with 5 observations. The data reached an all-time high of 82.331 % in 2012 and a record low of 52.262 % in 1978. Rwanda RW: 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 Rwanda – Table RW.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).

Literacy rate, youth female (% of females ages 15-24) in Rwanda was reported at 92 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Rwanda - Literacy rate, youth female (% of females ages 15-24) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Rwanda RW: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 83.487 % in 2012. This records an increase from the previous number of 77.972 % for 2010. Rwanda RW: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 77.418 % from Dec 1978 (Median) to 2012, with 4 observations. The data reached an all-time high of 83.487 % in 2012 and a record low of 44.692 % in 1978. Rwanda RW: 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 Rwanda – Table RW.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).

Elderly literacy rate, population 65+ years, female (%) in Rwanda was reported at 14.93 % in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Rwanda - Elderly literacy rate, population 65+ years, female - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Literacy rate, youth male (% of males ages 15-24) in Rwanda was reported at 88 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Rwanda - Literacy rate, youth male (% of males ages 15-24) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Rwanda RW: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 68.331 % in 2012. This records an increase from the previous number of 65.852 % for 2010. Rwanda RW: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 64.889 % from Dec 1978 (Median) to 2012, with 5 observations. The data reached an all-time high of 68.331 % in 2012 and a record low of 38.243 % in 1978. Rwanda RW: 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 Rwanda – Table RW.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).

Literacy rate, adult male (% of males ages 15 and above) in Rwanda was reported at 81 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Rwanda - Literacy rate, adult male (% of males ages 15 and above) - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

Rwanda RW: Literacy Rate: Adult Male: % of Males Aged 15 and Above data was reported at 72.445 % in 2012. This records an increase from the previous number of 71.131 % for 2010. Rwanda RW: Literacy Rate: Adult Male: % of Males Aged 15 and Above data is updated yearly, averaging 71.275 % from Dec 1978 (Median) to 2012, with 4 observations. The data reached an all-time high of 72.445 % in 2012 and a record low of 50.823 % in 1978. Rwanda RW: 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 Rwanda – Table RW.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).

Elderly literacy rate, population 65+ years, both sexes (%) in Rwanda was reported at 28.98 % in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Rwanda - Elderly literacy rate, population 65+ years, both sexes - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Rwanda RW: Literacy Rate: Adult Female: % of Females Aged 15 and Above data was reported at 64.664 % in 2012. This records an increase from the previous number of 61.549 % for 2010. Rwanda RW: Literacy Rate: Adult Female: % of Females Aged 15 and Above data is updated yearly, averaging 60.649 % from Dec 1978 (Median) to 2012, with 4 observations. The data reached an all-time high of 64.664 % in 2012 and a record low of 26.574 % in 1978. Rwanda RW: 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 Rwanda – Table RW.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).

Rwanda: Female literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Rwanda de 1978 à 2022. La valeur moyenne pour Rwanda pendant cette période était de 80.01 pour cent avec un minimum de 45 pour cent en 1978 et un maximum de 92.7 pour cent en 2020.

Elderly literacy rate, population 65+ years, male (%) in Rwanda was reported at 50.68 % in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Rwanda - Elderly literacy rate, population 65+ years, male - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

The Literacy, Language and Learning Initiative (L3), funded by the U.S. Agency for International Development (USAID) and implemented by a partnership led by the Education Development Center, Inc. (EDC), is designed to improve grades 1 to 4 students’ reading and mathematics skills. L3 is assisting the Ministry of Education (MINEDUC) in the implementation of a comprehensive early literacy and mathematics program, including support for transition to English as a medium of instruction in the 4th grade. L3 helps MINEDUC develop and implement new national standards for literacy (in English and Kinyarwanda) and numeracy. Working in collaboration with MINEDUC and USAID, L3 works with pre-service and in-service facilitators to introduce proven reading and mathematics teaching strategies and with community volunteers to support struggling learners. The initiative also aims to improve the availability and use of innovative reading and math instructional materials. Teachers’ and students’ English language skills will be reinforced through interactive audio programs.

Specifically, L3 aims to:

• Develop a shared vision of effective literacy/numeracy instruction and tools to measure progress with respect to that vision,

• Develop an instructional literacy/numeracy package based on standards and instructional models and incorporate this package into schools and teacher training institutions, and

• Produce and distribute teaching and learning materials.

Rwanda: Youth literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Rwanda de 1978 à 2022. La valeur moyenne pour Rwanda pendant cette période était de 79.62 pour cent avec un minimum de 52 pour cent en 1978 et un maximum de 91.51 pour cent en 2020.

Literacy rate, youth (ages 15-24), gender parity index (GPI) in Rwanda was reported at 1 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Rwanda - Ratio of young literate females to males (% ages 15-24) - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

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 (%)

The study evaluated the extent to which the Itegure Gusoma (Get Ready to Read) programme improved pre-primary Nursery 3 (N3) classroom instruction, improved the pre-reading skills of N3 students and improved the literacy-related knowledge, attitudes and practices of teachers and parents of N3 students. It also determined the impact of Itegure Gusoma after one year of implementation on reading outcomes of students in Primary 1 and Primary 2 compared with students who did not participate in Itegure Gusoma.

Rwanda: PISA reading scores: The latest value from is index points, unavailable from index points in . In comparison, the world average is 0.000 index points, based on data from countries. Historically, the average for Rwanda from to is index points. The minimum value, index points, was reached in while the maximum of index points was recorded in .