United States - Literacy Rate, Adult Total for Other Small States was 86.25975 % 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 Other Small States reached a record high of 86.25975 in January of 2023 and a record low of 71.82288 in January of 1983. Trading Economics provides the current actual value, an historical data chart and related indicators for United States - Literacy Rate, Adult Total for Other Small States - last updated from the United States Federal Reserve on May of 2025.

The statistic depicts the literacy rate in Mexico from 2008 to 2020. The literacy rate measures the percentage of people ages 15 and above who can read and write. In 2020, Mexico's literacy rate was around 95.25 percent. The source does not provide data for 2019.Education in MexicoThe literacy rate is commonly defined as the share of people in a country who are older than 15 years and are able to read and write. In Mexico, a state with more than 115 million inhabitants, the literacy rate is above 90 percent, making it significantly higher than the global average. More than 70 percent of Mexico’s population is older than 15 years, a figure than has been quite consistent over the last ten years. Mexico’s compulsory education comprises grades 1 to 9, with an optional secondary education up to grade 12. Literacy is considered basic education. The lowest literacy rates can be found in African countries, the highest in Europe. Additionally, the literacy rate is one of the factors that determines a country’s ranking on the Human Development Index of the United Nations, which ranks the overall well-being of a country’s population. Apart from literacy, it also includes factors such as per-capita income, health and life expectancy and others. Mexico is currently not among the countries with the highest Human Development Index value.

United States - Literacy Rate, Adult Total for Least Developed Countries was 67.71457 % 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 Least Developed Countries reached a record high of 67.71457 in January of 2023 and a record low of 40.17880 in January of 1981. Trading Economics provides the current actual value, an historical data chart and related indicators for United States - Literacy Rate, Adult Total for Least Developed Countries - last updated from the United States Federal Reserve on June of 2025.

Among the states in India, Kerala had the highest literary rate with 94 percent in 2011. Chandigarh, Himachal Pradesh and the capital territory of Delhi followed Kerala with above average literacy rates. Notably, all the leading states in the country had more literate males than females at the time of the census.

Literacy Rate, Adult Total for Low and Middle Income Countries was 85.17915 % of People Ages 15 and Above in January of 2023, according to the United States Federal Reserve. Historically, Literacy Rate, Adult Total for Low and Middle Income Countries reached a record high of 85.17915 in January of 2023 and a record low of 59.01323 in January of 1975. Trading Economics provides the current actual value, an historical data chart and related indicators for Literacy Rate, Adult Total for Low and Middle Income Countries - last updated from the United States Federal Reserve on June of 2025.

As of March 2020, around 4.46 million Mexicans over 15 years of age were unable to write or read, approximately 4.74 percent. Mexico State, the federal entity with the highest share of the population, also registered the highest number of literate people with over 12 million.

Literacy in India has been increasing as more and more people receive a better education, but it is still far from all-encompassing. In 2022, the degree of literacy in India was about 76.32 percent, with the majority of literate Indians being men. It is estimated that the global literacy rate for people aged 15 and above is about 86 percent. How to read a literacy rateIn order to identify potential for intellectual and educational progress, the literacy rate of a country covers the level of education and skills acquired by a country’s inhabitants. Literacy is an important indicator of a country’s economic progress and the standard of living – it shows how many people have access to education. However, the standards to measure literacy cannot be universally applied. Measures to identify and define illiterate and literate inhabitants vary from country to country: In some, illiteracy is equated with no schooling at all, for example. Writings on the wallGlobally speaking, more men are able to read and write than women, and this disparity is also reflected in the literacy rate in India – with scarcity of schools and education in rural areas being one factor, and poverty another. Especially in rural areas, women and girls are often not given proper access to formal education, and even if they are, many drop out. Today, India is already being surpassed in this area by other emerging economies, like Brazil, China, and even by most other countries in the Asia-Pacific region. To catch up, India now has to offer more educational programs to its rural population, not only on how to read and write, but also on traditional gender roles and rights.

Literacy Rate: Tamil Nadu data was reported at 80.100 % in 12-01-2011. This records an increase from the previous number of 73.450 % for 12-01-2001. Literacy Rate: Tamil Nadu data is updated decadal, averaging 58.525 % from Dec 1961 (Median) to 12-01-2011, with 6 observations. The data reached an all-time high of 80.100 % in 12-01-2011 and a record low of 36.390 % in 12-01-1961. Literacy Rate: Tamil Nadu data remains active status in CEIC and is reported by Office of the Registrar General & Census Commissioner, India. The data is categorized under India Premium Database’s Education Sector – Table IN.EDA001: Literacy Rate.

The highest literacy rates in Nigeria were registered in the southern regions of the country. In the South West, 89 percent of males and 80.6 percent of females were literate as of 2018. Also, the south zones showed the lowest percentage differences between male and female literacy. Female literacy rate in Nigeria is among the highest in West Africa. The highest female literacy rates were registered in Cabo Verde and Ghana, while Nigeria ranked third.

The average for 2021 based on 13 countries was 86.52 percent. The highest value was in Uzbekistan: 100 percent and the lowest value was in Afghanistan: 37 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.

Literacy Rate: Bihar data was reported at 61.800 % in 12-01-2011. This records an increase from the previous number of 47.000 % for 12-01-2001. Literacy Rate: Bihar data is updated decadal, averaging 32.320 % from Dec 1951 (Median) to 12-01-2011, with 7 observations. The data reached an all-time high of 61.800 % in 12-01-2011 and a record low of 13.490 % in 12-01-1951. Literacy Rate: Bihar data remains active status in CEIC and is reported by Office of the Registrar General & Census Commissioner, India. The data is categorized under India Premium Database’s Education Sector – Table IN.EDA001: Literacy Rate.

The statistic displays the main states and union territories in India with the highest number of illiterate people in 2011. In that year, Uttar Pradesh was at the top of the list, with more than 85 million illiterate people, followed by the state of Bihar with over 51 million people.

Literacy Rate: Uttar Pradesh data was reported at 67.700 % in 12-01-2011. This records an increase from the previous number of 56.270 % for 12-01-2001. Literacy Rate: Uttar Pradesh data is updated decadal, averaging 32.650 % from Dec 1951 (Median) to 12-01-2011, with 7 observations. The data reached an all-time high of 67.700 % in 12-01-2011 and a record low of 12.020 % in 12-01-1951. Literacy Rate: Uttar Pradesh data remains active status in CEIC and is reported by Office of the Registrar General & Census Commissioner, India. The data is categorized under India Premium Database’s Education Sector – Table IN.EDA001: Literacy Rate.

Malaysia Literacy Rate: Youth: % of People Age 15-24 data was reported at 98.419 % in 2010. This records an increase from the previous number of 97.238 % for 2000. Malaysia Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 96.401 % from Dec 1980 (Median) to 2010, with 4 observations. The data reached an all-time high of 98.419 % in 2010 and a record low of 87.969 % in 1980. Malaysia 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 Malaysia – Table MY.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 project aimed to promote and support commitment as a necessary condition for the participation of adults with basic education needs in learning programmes. The aim of the multi-stage research and development project was to learn from everyday behaviours associated with commitments (appointments, appointments, commitments, participation in offers) in the private, professional or official environment for the conception, organisation and implementation of literacy and basic education measures. The study was intended to show which conditions increase the likelihood that adults with low literacy skills will also make commitments to participate in learning opportunities and, above all, keep them.

Following a qualitative exploratory step, which involved stakeholders and providers of literacy and basic education as well as those with low literacy levels, a quantitative survey was conducted among adults with low literacy levels, some of whose responses were compared with those of a sample representative of the population. The survey was intended to use concrete scenarios to address the issue of commitment in everyday life. The central aim was to identify factors, individual and situational conditions that favour people with basic education needs making agreements and keeping commitments. This also involved voluntary commitments made by adults. The observation in the context of the population as a whole was intended to distinguish specific patterns of action of the target groups of literacy and basic education from the general behaviour of adults.

Based on the quantitative survey, in a third step, concrete options for action and recommendations for the conception, design and communication of basic education programmes were derived together with providers and stakeholders in literacy and basic education as well as adults with low literacy levels. The project was supported by experts from science and practice throughout its entire duration.
General population survey:

Topics: Interest in politics; important life values: friends, social advancement, environmental awareness, education; new learning, prosperity, support for others, commitment to society, children, profession, independence, health, new experiences, fun / enjoying life, happy partnership, reliability, stability in life; question on destiny vs. Self-determination; attitudes towards cancelling appointments; frequency of cancellations: Doctor, friends, boyfriend/girlfriend, family members, colleagues, restaurant, further education courses/ adult education centre, sports club/choir, parents‘ evening at school/kindergarten, family party, car repair shop, job centre, hairdresser, physiotherapy, citizens’ office; frequency of cancelling appointments; acceptable reasons for not attending; attitudes towards cancelling appointments; priorities for appointments; frequency of seeking help; frequency of receiving help; assessment of self-confidence and self-efficacy; reading difficulties.

Demographics: Gender; age; age group; school-leaving certificate; occupation; occupational status; monthly net income of the main earner / in the household as a whole; main earner in the household; number and age of children in the household; multi-person household; gainfully employed persons in the household; marital status; federal state; number of inhabitants of the place of residence; character of the place of residence; federal state.

Additionally coded were: Weighting; socioeconomic status (SES) according to Allensbach.

Survey of people with low literacy:

Topics: Assessment of own economic situation; reading difficulties; hopes and fears; important life values: friends, social advancement, environmental awareness, education; new learning, prosperity, support for others, commitment to society, children, profession, independence, health, new experiences, fun / enjoying life, happy partnership, reliability, stability in life; question about destiny vs. Self-determination; attitudes towards cancelling appointments; frequency of cancellations: Doctor, friends, boyfriend/girlfriend, family members, colleagues, restaurant, further education courses/ adult education centre, sports club/choir, parents‘ evening at school/kindergarten, family party, car repair shop, job centre, hairdresser, physiotherapy, citizens’ office; frequency of appointment cancellations; acceptable reasons for not attending; attitudes towards appointment cancellations; priorities for appointments; frequency of seeking help; frequency of receiving help; assessment of self-confidence and self-efficacy; Prioritisation and time management in everyday life; willingness to learn cooking, driving, swimming, arithmetic, playing a musical instrument, communication skills, technical devices, reading and writing, healthy lifestyle, manual skills; finances, raising children; attitudes towards reading; reading skills; people in the environment who are informed about low literacy; importance of reading; people...

This dataset shows the Proportion of children in grades 2/3 achieving at least a minimum proficiency level in reading and mathematics by state and sex, Malaysia, 2016-2018 footnotes: Refers to LINUS Data updated by PADU (2016-2018). LINUS has been stopped starting 2019 PADU refers to Education Perfomance and Delivery Unit, Ministry of Education Malaysia LINUS refers to Literacy and Numeracy Programme under the Ministry of Education Malaysia Sources: Ministry of Education Malaysia No. of Views : 40

Literacy Rate: Kerala data was reported at 94.000 % in 12-01-2011. This records an increase from the previous number of 90.860 % for 12-01-2001. Literacy Rate: Kerala data is updated decadal, averaging 78.850 % from Dec 1951 (Median) to 12-01-2011, with 7 observations. The data reached an all-time high of 94.000 % in 12-01-2011 and a record low of 47.180 % in 12-01-1951. Literacy Rate: Kerala data remains active status in CEIC and is reported by Office of the Registrar General & Census Commissioner, India. The data is categorized under India Premium Database’s Education Sector – Table IN.EDA001: Literacy Rate.

Abstract

Economy of Papua New Guinea had been in a state of recession since the mid-1990s. The fiscal situation had been compromised by large deficits. Pertinent questions about how effectively social spending was translating into the actual delivery of services had been raised.

The Public Expenditure and Service Delivery Survey (PESD) was conducted in February-August 2002 to study resources flow in education and health sectors. The PESD was launched by the World Bank as part of the Bank's analytical work on poverty in Papua New Guinea, in close cooperation with the country's government and the Australian Agency for International Development.

The main focus of the project was on expenditure in education. The health facility survey was not intended to be a full service delivery survey in order to keep the field operations and costs within manageable limits. It was added as a rider to the school survey. Health facilities that could be reached within 20 minutes from the sample schools were covered. Against a sample of 214 schools, the survey covered 117 health facilities. A short instrument collected information on how often the facilities were open, the presence of staff, and the availability of key medicines.

The PESD education sector survey covered 214 schools in 19 districts across 8 provinces (out of 20), with two provinces selected in each of the four main regions.

Geographic coverage

Regions: Gulf, National Capital District (NCD), Enga, Eastern Highlands, West Sepik (Sandaun), Morobe, West New Britain and East New Britain.

Analysis unit

• Health facilities

Kind of data

Sample survey data [ssd]

Sampling procedure

Health facilities that could be reached within 20 minutes from the sample schools were covered. Against a sample of 214 schools, 117 health facilities were selected.

Below is the discription of how the schools sample was selected:

1) Following regions were covered: Gulf, National Capital District (NCD), Enga, Eastern Highlands, West Sepik (Sandaun), Morobe, West New Britain, East New Britain. These provinces cover a wide spectrum both in terms of poverty levels and educational development. They range from the relatively rich (NCD and Gulf with headcounts of 19 and 28%) to the poor Sandaun (headcount of over 60%), from the well-educated (NCD and East New Britain with adult literacy rates of 84 and 74%) to poorly-educated (Enga and Eastern Highlands with adult literacy rates of 26 and 38%), from those with high primary enrolment (NCD and ENB) to those with low enrolment (Enga, Gulf and Sandaun), from those with high grade 1-8 retention rates (NCD with 79%) to those with low retention rates (Eastern Highlands and Sandaun with just above 20%).

2) Three districts were randomly selected within provinces with probability proportional to the number of schools in the district. In two of the provinces, Gulf and West New Britain, that only had two districts, both were selected. Ten schools were then selected randomly within each district. In NCD, which does not have districts but is organized by wards/census enumeration areas, 30 schools were randomly selected.

3) The original sample included 220 schools. Many of the schools in the original sample could not be covered for a variety of reasons. In these cases, replacement schools (randomly selected from the same district) were used. A special effort was made to ensure coverage of remote schools. In particular, some sites were revisited later to cover schools that could not be surveyed during the first attempt due to logistical difficulties. The final sample included 214 schools.

4) The PESD schools were further classified by the level of poverty and remoteness. The level of poverty was measured by the estimated poverty rate for the LLG where the school was located, and the remoteness index was based on a composite measure of distance and travel time from the school to a range of facilities. The PESD sample of schools was well distributed across the remoteness and poverty spectrum.

Mode of data collection

Face-to-face [f2f]

BackgroundDigital literacy refers to the capacity to critically assess digital content, use digital tools in professional settings, and operate digital devices with proficiency. The healthcare sector has rapidly digitized in the last few decades. This systematic review and meta-analysis aimed to assess the digital literacy level of health professionals in the Ethiopian health sector and identify associated factors. The study reviewed relevant literature and analyzed the data to provide a comprehensive understanding of the current state of digital literacy among health professionals in Ethiopia.MethodsThe study was examined by using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria. Evidence was gathered from the databases of Google Scholar, Pub Med, Cochrane Library, Hinari, CINAHL, and Global Health. Consequently, five articles met the eligible criteria for inclusion. The analysis was carried out using STATA version 11. The heterogeneity was evaluated using the I2 test, while the funnel plot and Egger’s regression test statistic were used to examine for potential publication bias. The pooled effect size of each trial is evaluated using a random effect model meta-analysis, which provides a 95% confidence interval.ResultA total of five articles were included in this meta-analysis and the overall pooled prevalence of this study was 49.85% (95% CI: 37.22–62.47). six variables, Monthly incomes AOR = 3.89 (95% CI: 1.03–14.66), computer literacy 2.93 (95% CI: 1.27–6.74), perceived usefulness 1.68 (95% CI: 1.59–4.52), educational status 2.56 (95% CI: 1.59–4.13), attitude 2.23 (95% CI: 1.49–3.35), perceived ease of use 2.22 (95% CI: 1.52–3.23) were significantly associated with the outcome variable.ConclusionThe findings of the study revealed that the overall digital literacy level among health professionals in Ethiopia was relatively low. The study highlights the importance of addressing the digital literacy gap among health professionals in Ethiopia. It suggests the need for targeted interventions, such as increasing monthly incomes, giving computer training, creating a positive attitude, and educational initiatives, to enhance digital literacy skills among health professionals. By improving digital literacy, health professionals can effectively utilize digital technologies and contribute to the advancement of healthcare services in Ethiopia.

Abstract This study aimed to investigate the association between Oral Health Literacy (OHL) and dental outcomes. A sample of 920 adults above 18 years of age living in areas covered by 10 Family Health Units (FHUs) in a large city in São Paulo state, Brazil, was included. OHL was assessed using the short-form Health Literacy in Dentistry Scale (HeLD-14). Data on sociodemographic factors, oral health, and general health were obtained through a structured questionnaire. The investigated outcomes “tooth loss” and “reason for the last dental appointment” were evaluated using self-reported data. Simple logistic regression models were used to analyze the associations between each independent factor and outcomes. Factors that presented a significance level of ≤0.20 in the bivariate analysis were included in the hierarchical multiple logistic regression models. Participants with an education level up to high school, low OHL, and poor/fair self-rated oral health had 1.35 (95%CI, 1.01-1.80), 1.48 (95%CI, 1.12-1.95), and 1.46 (95%CI, 1.11-1.92) times more probability to report missing teeth, respectively. Adults from families with lower monthly income, low OHL, and poor/fair self-rated oral health had 1.70 (95%CI, 1.29-2.26), 1.89 (95%CI, 1.42-2.51), and 1.73 (95%CI, 1.30-2.30) times more chance, respectively, to have gone to the last dental appointment due to pain or caries. Adults with low OHL levels are more likely to have missing teeth and have gone to the last dental visit for pain, reinforcing the importance of OHL as an important determinant for promoting oral health.