Historical dataset showing Sweden literacy rate by year from N/A to N/A.

Sweden: Literacy rate: The latest value from is percent, unavailable from percent in . In comparison, the world average is 0.00 percent, based on data from countries. Historically, the average for Sweden from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

There is a gender gap in the global literacy rate. Although literacy rates have generally increased worldwide for both men and women, men are on average more literate than women. As of 2024, about 90.91 percent of men and a little less than 88.8 percent of women worldwide were literate. Adult literacy rate is defined as the percentage of people aged 15 years and above who can both read and write with understanding a short, simple statement about their everyday life. Youth literacy rate Not only does the literacy gender gap concern adults, it also exists among the world’s younger generations aged 15 to 24. Despite an overall increase in literacy, young men are still more literate than young women. In fact, the global youth literacy rate as gender parity index was 0.98 as of 2023, indicating that young women are not yet as literate as young men. Gender pay gap Gender gaps occur in many different spheres of global society. One such issue concerns salary gender gaps in professional life. Regarding the controlled gender pay gap, which measures the median salary for men and women with the same job and qualifications, women still earned less than men as of 2024. The difference was even bigger when measuring the median salary for all men and women. However, not everyone worries about gender pay gaps. According to a survey from 2021, 54 percent of the female respondents deemed the gender pay gap a real problem, compared to 45 percent of the male respondents.

In 2023, more women than men had a post-secondary education of three years or more in Sweden. In detail, 29 percent of the Swedish women and 19 percent of the Swedish men had attained that education level. On the other hand, a higher share of men than women had a form of upper secondary education. More than one fourth of men and one fifth of women had an upper secondary education of three years. Women’s access to education More women than men completing post-secondary education programs is not a trend limited to Sweden. Across all OECD countries in 2021, more women were first-time higher education students than men. A large portion of these women are entering into healthcare and education programs, while less than a quarter are entering into science, technology, engineering, and mathematics (STEM) programs. Issues facing Swedish women today While more Swedish women are accessing education and leading autonomous lives, they still face many gender-based issues. In 2022, domestic abuse, equal pay, and sexual violence were all cited as top gender issues for Swedish women. More Swedish women than men report feeling unsafe at night, and for both genders, concerns about crime are increasing.

The share of people reading books each day in Sweden increased by ****percentage points in the last year, and reached ** percent in 2024. Children and youths aged between nine and 14 years old are the most likely group to read books daily, followed by older adults aged 65 to 85 years old.

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Sweden: PISA reading scores: The latest value from 2022 is 486.975 index points, a decline from 505.785 index points in 2018. In comparison, the world average is 437.426 index points, based on data from 78 countries. Historically, the average for Sweden from 2000 to 2022 is 501.451 index points. The minimum value, 483.335 index points, was reached in 2012 while the maximum of 516.331 index points was recorded in 2000.

This dataset tracks annual reading and language arts proficiency from 2010 to 2017 for New Sweden Consolidated School vs. Maine and New Sweden Public Schools

The data contains raw data in the form of the question texts used in the PISA survey 2015, as well as responses from all participating students. Instructions for the computer-based test are included; the material is unsorted. The study examines the performance of Swedish 15-year-old students in the digital OECD Programme for International Student Assessment (PISA) test 2015. Data held by the OECD includes the results of Swedish students in the PISA survey at an aggregated level.

The data may contain sensitive personal information, and the use of such data requires an approved ethical permit from the Swedish Ethical Review Authority (Etikprövningsmyndigheten, EPM). Questions regarding test confidentiality should be directed to the OECD.

Contains raw data in the form of question texts and responses for PISA 2015 from Swedish compulsory schools: - CBA (digital test 2015); CBA = Computer Based Assessment - Student codes (CSV format): All students’ codes indicating whether they answered each PISA 2015 question correctly or incorrectly - Student responses PISA 2015 (PDF format): all student responses uncoded - Instructions for the computer-based test 2015 (PDF format)

The results show that 18% of EU citizens display a high level of financial literacy, 64% a medium level, and the remaining 18% a low level. There are, however, wide differences across Member States. In only four Member States, more than one quarter of citizens score highly in financial literacy (the Netherlands, Sweden, Denmark and Slovenia). The results also point to the need for financial education to target in particular women, younger people, people with lower income and with lower level of general education who tend to be on average less financially literate than other groups.

Processed data

Processed data files for the Eurobarometer surveys are published in .xlsx format.

• Volume A "Countries/EU" The file contains frequencies and means or other synthetic indicators including elementary bivariate statistics describing distribution patterns of (weighted) replies for each country or territory and for (weighted) EU results.
• Volume AP "Trends" The file compares to previous poll in (weighted) frequencies and means (or other synthetic indicators including elementary bivariate statistics describing distribution patterns of replies); shifts for each country or territory foreseen in Volume A and for (weighted) results.
• Volume AA "Groups of countries" The file contains (labelled) frequencies and means or other synthetic indicators including elementary bivariate statistics describing distribution patterns of (weighted) replies for groups of countries specified by the managing unit on the part of the EC.
• Volume AAP "Trends of groups of countries" The file contains shifts compared to the previous poll in (weighted) frequencies and means (or other synthetic indicators including elementary bivariate statistics describing distribution patterns of replies); shifts for each groups of countries foreseen in Volume AA and for (weighted) results.
• Volume B "EU/socio-demographics" The file contains (labelled) frequencies and means or other synthetic indicators including elementary bivariate statistics describing distribution patterns of replies for the EU as a whole (weighted) and cross-tabulated by some 20 sociodemographic, socio-political or other variables, depending on the request from the managing unit on the part of the EC or the managing department of the other contracting authorities.
• Volume BP "Trends of EU/socio-demographics" The file contains shifts compared to the previous poll in (weighted) frequencies and means (or other synthetic indicators including elementary bivariate statistics describing distribution patterns of replies); shifts for each country or territory foreseen in Volume B above)and for (weighted) results.
• Volume C "Country/socio-demographics" The file contains (labelled) weighted frequencies and means or other synthetic indicators including elementary bivariate statistics describing distribution patterns of replies for each country or territory surveyed separately and cross-tabulated by some 20 socio-demographic, socio-political or other variables (including a regional breakdown).

For SPSS files and questionnaires, please contact GESIS - Leibniz Institute for the Social Sciences: https://www.gesis.org/eurobarometer

In 2024, 23.7 percent of Swedes said that they read books every week during their spare time during the 12 months prior to the survey. In previous years, the figure had been consistently above 30 percent and was close to 40 percent a decade earlier.

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Reading e-books in Sweden was most common among ** to 45-year-olds, according to a survey from the third quarter of 2020. Over one third used the internet to read e-books at least sometimes. Three percent of respondents of this age even read on a daily basis.

Predicted probabilities for strengths of belief in the local effects of climate change based on value profile, and relative risk ratios for strengths of belief in the local effects of climate change based on value profile (with the education level represented by its proportion of those having studied at university) using the model for Swedish respondents (S5 Table).

In an early 2023 survey, ** percent of adults in Sweden said the state of e-services in Swedish public services was on the same level as in other Nordic countries, Norway, Finland, Denmark, and Iceland. A further ** percent said Sweden was ahead, while ** percent thought Sweden was behind when it comes to e-services in the public sector.

Sample characteristics of participants in Phase 2 (n = 503).

Descriptive statistics and reliability estimates for the full DLI-S and each sub-scale.

Descriptive statistics for the DLI-S items* (n = 503).

IntroductionSelf-efficacy for writing (SEW) and reading ability are some of several factors that may be related to the quality of written text that students produce. The aim of the current study was (1) to explore the variation in SEW and written text quality in L1-Swedish and L2-English among upper secondary students with different reading profiles in L1 (typical reading vs. reading difficulties) and with different study backgrounds (SB1year or SB2years = one or two years of studies of Swedish and English, respectively), and in the next step (2) to explore if individual variations in L1-reading and SEW may explain variation in written text quality.MethodsParticipants were 100 upper secondary students (aged 17–18) with different reading profiles operationalized as typical reading and reading difficulties. Data consisted of screening for word recognition and reading comprehension, text quality results from argumentative L1- and L2-writing tasks, school information on study background in Swedish/English, and students’ responses from an online survey about SEW.ResultsAs to SEW results, an ANOVA revealed significant main effects for reading profile and study background in L1, but in L2 there was only a significant main effect for reading profile. Written text quality results indicated that there was a significant interaction effect between reading profile and study background in L1, indicating that the significant main effect for reading profile on written text quality was influenced by the group of students with reading difficulties and SB1year. There was a significant main effect for reading profile and study background on written text quality in L2. Students with reading difficulties and SB1year were the most vulnerable group, and they had the lowest scores in L1/L2 SEW and written text quality in L1 and L2. Multiple regression results indicated that word recognition and SEW contributed significantly to L1-text quality, and word recognition, reading comprehension, and SEW contributed significantly to L2-text quality. Thus, this study sheds light on the under-researched area of L1/L2 SEW and text quality of students with reading difficulties at the level of upper secondary school.DiscussionPedagogical implications are discussed and highlight the need for writing instruction across subjects in upper secondary school and for extra writing support/scaffolding for students with reading difficulties and shorter study background in the language subjects L1 (Swedish) and L2 (English).