Nepal NP: Literacy Rate: Adult Female: % of Females Aged 15 and Above data was reported at 48.838 % in 2011. This records an increase from the previous number of 34.887 % for 2001. Nepal NP: Literacy Rate: Adult Female: % of Females Aged 15 and Above data is updated yearly, averaging 26.134 % from Dec 1981 (Median) to 2011, with 4 observations. The data reached an all-time high of 48.838 % in 2011 and a record low of 9.153 % in 1981. Nepal NP: 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 Nepal – Table NP.World Bank.WDI: 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).

Nepal NP: Literacy Rate: Adult Male: % of Males Aged 15 and Above data was reported at 71.708 % in 2011. This records an increase from the previous number of 62.708 % for 2001. Nepal NP: Literacy Rate: Adult Male: % of Males Aged 15 and Above data is updated yearly, averaging 55.964 % from Dec 1981 (Median) to 2011, with 4 observations. The data reached an all-time high of 71.708 % in 2011 and a record low of 31.673 % in 1981. Nepal NP: 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 Nepal – Table NP.World Bank.WDI: 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).

Adult literacy rate of Nepal improved by 3.55% from 68.7 % in 2019 to 71.2 % in 2021. Since the 57.14% jump in 1991, adult literacy rate shot up by 115.61% 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.

Context

Nepal Literacy Rate(2011)

Content

It contains: Province , Sex , Population Aged 5 years & above, Population who are Can read & write, Literacy Rate

Acknowledgements

OPENDATANEPAL

Inspiration

This shows the nepal literacy rate in 2011.

Literacy rate, youth male (% of males ages 15-24) in Nepal was reported at 95.14 % in 2021, according to the World Bank collection of development indicators, compiled from officially recognized sources. Nepal - 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.

Nepal NP: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 59.627 % in 2011. This records an increase from the previous number of 48.609 % for 2001. Nepal NP: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 40.792 % from Dec 1981 (Median) to 2011, with 4 observations. The data reached an all-time high of 59.627 % in 2011 and a record low of 20.574 % in 1981. Nepal NP: 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 Nepal – Table NP.World Bank.WDI: 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).

In 2020, China had a youth literacy rate of about **** percent. In contrast, Afghanistan's youth literacy rate stood at **** percent in 2021.Indicators for the literacy rateAn indicator which can be seen to affect the literacy rate is the governmental effort in investing in education. The amount of funds invested into the education sector is a factor which can determine a country’s state of education, as the amount of money being spent on education would have an impact on resources, learning environment, and teaching quality. Singapore’s student-teacher ratio in primary education is significantly lower than that of South Asian countries. For instance, Nepal had 20.3 students for every teacher in 2019. Meanwhile, Singaporean teachers only had around **** students on average as of 2020. Notably, South Asia, together with sub-Saharan Africa, had a much higher illiteracy rate compared to the East Asian and Pacific region in 2022. The importance of literacyThe literacy rate indicates the percentage of people within a population who can read and write. This enables them to identify, understand and interpret materials with various contexts. Ensuring literacy for all pupils is a part of the Sustainable Development Goals (SDG) for quality education. This in turn stimulates economic and societal growth for the future.

Literacy rate, youth female (% of females ages 15-24) in Nepal was reported at 93.25 % in 2021, according to the World Bank collection of development indicators, compiled from officially recognized sources. Nepal - Literacy rate, youth female (% of females ages 15-24) - actual values, historical data, forecasts and projections were sourced from the World Bank on September of 2025.

Nepal NP: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 80.207 % in 2011. This records an increase from the previous number of 60.144 % for 2001. Nepal NP: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 46.405 % from Dec 1981 (Median) to 2011, with 4 observations. The data reached an all-time high of 80.207 % in 2011 and a record low of 14.967 % in 1981. Nepal NP: 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 Nepal – Table NP.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).

Nepal NP: Literacy Rate: Youth: % of People Age 15-24 data was reported at 84.757 % in 2011. This records an increase from the previous number of 70.054 % for 2001. Nepal NP: Literacy Rate: Youth: % of People Age 15-24 data is updated yearly, averaging 59.829 % from Dec 1981 (Median) to 2011, with 4 observations. The data reached an all-time high of 84.757 % in 2011 and a record low of 30.038 % in 1981. Nepal NP: 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 Nepal – Table NP.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).

Nepal NP: Literacy Rate: Youth Male: % of Males Aged 15-24 data was reported at 89.884 % in 2011. This records an increase from the previous number of 80.616 % for 2001. Nepal NP: Literacy Rate: Youth Male: % of Males Aged 15-24 data is updated yearly, averaging 74.423 % from Dec 1981 (Median) to 2011, with 4 observations. The data reached an all-time high of 89.884 % in 2011 and a record low of 45.096 % in 1981. Nepal NP: Literacy Rate: Youth Male: % of Males Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Nepal – Table NP.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).

Nepal NP: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data was reported at 0.892 Ratio in 2011. This records an increase from the previous number of 0.746 Ratio for 2001. Nepal NP: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data is updated yearly, averaging 0.612 Ratio from Dec 1981 (Median) to 2011, with 4 observations. The data reached an all-time high of 0.892 Ratio in 2011 and a record low of 0.332 Ratio in 1981. Nepal NP: Gender Parity Index (GPI): Literacy Rate: Youth Aged 15-24 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Nepal – Table NP.World Bank: Education Statistics. Gender parity index for youth literacy rate is the ratio of females to males 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).

A USAID-supported, nationally representative EGRA conducted in Nepal in 2014 found that 34 percent of second graders and 19 percent of third graders could not read a single world of Nepali. Moreover, the assessment showed significant regional disparities, as well as larger deficiencies among students who spoke a language other than Nepali at home. USAID’s EGRP in Nepal is being implemented by RTI International and supports the MoEST and its CLAs—the Curriculum Development Center, Department of Education, Education Review Office, National Center for Educational Development, and Non-Formal Education Center—to develop and test an early grade reading program that is effective, replicable, cost-efficient, and sustainable. The EGRP has two principal goals: 1) To improve early grade reading performance of students in Grades 1-3; and 2) To build the GoN’s capacity to deliver an early grade reading program that can be replicated nationwide. This Data asset contains all data collected to assess the impact of the program.

ObjectiveAs Nepalese pregnant women vary widely in literacy levels and cultural backgrounds and are reluctant to make decisions about their health, general interventions are insufficient to improve maternal anemia. This study aimed to assess the effectiveness of “face-to-face health education using educational material created using pictures, photos, and nomograms” in reducing anemia and improving health literacy.MethodsA total of 156 Nepalese pregnant women with hemoglobin (Hb) levels below 11.0 g/dl were divided into three groups: the education group received three sessions of face-to-face health education using art-based material unaffected by literacy skills; the distribution group received material used in the education group; and the control group underwent general perinatal checkups. Hb levels and health literacy scores were assessed at baseline early pregnancy (8–12 weeks) and late pregnancy (36–40 weeks). A Nepalese version of the 14-item Health Literacy Scale (HLS-14) was developed to assess health literacy.ResultsThe post-intervention three-group comparison showed a statistically significant difference (P < 0.042) in mean Hb levels after the intervention. Dunnett’s test showed a statistically significant difference (P < 0.044) between the education and control groups but no significant difference between the distribution and control groups (P = 0.972). No significant differences in health literacy (total scores and subscales) were observed among the three groups before the intervention in the Kruskal-Wallis test and after the intervention (although there was a trend towards improvement). Total health literacy scores before and after the intervention were statistically significantly different for the total group and all three groups (P

Abstract

National population and housing census 2011 (NPHC2011), marks a hundred years of census taking in Nepal. Nepal has been conducting population censuses almost decennially and the census 2011 is the eleventh. The first population census was conducted in 1911 A.D. (1968 B.S.). However, the census conducted in 1952/54 is considered to be the first modern census of Nepal introducing internationally comparable concepts, definitions and classifications. Computer processing was introduced for the first time in 1971 census using IBM 1401. NPHC 2011 carries special features of having scientific questionnaires, detailed EA maps for urban and Village Development Committees (VDC) maps for rural areas, ever most inclusive field staff, extensive publicity, independent observance by civil society, most economic operation based on domestic resources and most reliable data processing.

Geographic coverage

National

Analysis unit

• Household;
• Individual.

Kind of data

Census/enumeration data [cen]

Mode of data collection

Face-to-face [f2f]

Research instrument

Census questionnaires (Listing form, Individual form-1, Individual form-2), enumeration and other manuals, EA maps were major tools used to conduct field enumeration. Complete list of households was prepared during May and June 2011, a month before the main census. Listing schedule contains questions on number of house, households, household members by sex, agricultural land operated and livestock owned by households and operation of small scale nonagricultural activities. Individual Form-1 contains questions on types of house, household facilities/assets, ownership of the house or land of female members of the household, mortality and its causes and details of absent members of households. Also, included in the form-1 are name, surname, relationship to head, sex, age, caste/ethnicity, marital status and age at first marriage, religion, mother tongue and second language, citizenship, type of disability, literacy and level of education. However, questions on migration, fertility, labour force, occupation, industry, employment status and living arrangement of children (under the age 16) were asked under form-2 to every eighth household selected systematically.

Cleaning operations

Keeping in mind the quality of the data processing operation and the capacity of CBS to undertake, it has been decided to source out the operation as it was done in 2001 census. Nevertheless, processing site and the computers were provided to the contractor so that both quality and confidentiality lie strictly under the control of CBS. Manuals of coding, editing and key entry operation were prepared, training and key entry operation were monitored and supervised by the core team of the CBS. Despite delay in awarding the contract, the whole operation was completed in six months from the date the contract was signed. Approximately, six hundred processing staff plus experts were engaged in coding, editing, key entry operation and verification.

CSPro, an integrated software developed for data entry, editing, verification and tabulation by US Bureau of Census was used for data processing (Key entry, editing and verification). However, CSPro, SPSS and STATA are used for tabulations. Range and consistency checks were done thoroughly during the processing operation. The captured data were further cleaned with the assistance of international experts. New classifications of occupation and industry were prepared based on ISOC and ISIC (Rev. 4). Similarly, classifications of caste/ethnicity, religion and language were prepared based on the recommendations of the academicians and subject matter specialists.

Change in health literacy scale scores (total score and median subscale score [interquartile range]) before and after intervention (n = 138).

Comparison of primary outcome variables at baseline and endline in the three groups (n = 138).

The data was collected as a part of Endline evaluation of an education project called Aarambha. Aarambha is being implemented in 2 districts of province 2 of Nepal. The project is being implemented by People-in-Need Nepal funded by DFID under the funding window of Girls Education Challenge-Leave No Girl Behind (GEC-LNGB). The project aims to improve literacy and numeracy of Married Out of School (MOOS) adolescent girls and improve their cognitive and non-cognitive skills by providing literacy, numeracy and life skills session through community learning centers. Data was collected done using interview method for Household Survey and Girls' Survey. Survey questionnaire for each of the the survey was developed, pretested and finalized by the study team prior to the data collection. Sampled girl from the beneficiaries list of the project were contacted for Girls' Survey. Household head or the primary care taker of the selected girls was approached for the interview household survey. Along with Girls' survey, Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA) test tool were used to measure the learning outcomes of the girls. A written consent was taken from all those who participated in the survey. Local enumerators were mobilized for the purpose of data collection. Tablet was used for collecting the data and thus collected data was uploaded to the Open Data Kit (ODK) server.

PurposeTo examine the effectiveness of a culturally and linguistically appropriate, patient-centered, target-driven lifestyle intervention with video education training in improving clinical outcomes, health literacy, and diabetic self-care practices in newly diagnosed patients in Nepal.MethodsA total of 110 participants with newly and consequently diagnosed Type 2 were randomly allocated into intervention (mean age = 45 ± 9.7 years) and control (mean age = 47 ± 12.5 years) groups. Intervention group participants were trained on a culturally and linguistically appropriate diabetic video education program and were given a customized dietary and physical activity plan with specific targets to practice at home. Participants’ compliance was monitored weekly via telephone calls. Both groups received the usual treatment from their doctor and were followed up after three months. Outcome measures included changes in: i. diabetic health literacy, diet, and physical activity measured using self-reported questionnaires; and ii. blood glucose (glycated hemoglobin, HbA1c), cholesterol, blood pressure, body mass index, and visual acuity. Clinical outcome measures were blinded from randomization and intervention allocation.ResultsAfter three months, HbA1c decreased to 6.1% from the baseline value of 7.2% in the intervention group compared to 6.6% in the control group from the baseline value of 7.1% (p

Using data from reports such as the "English Proficiency Index" (EDU) from Education First, one can see the significant impact of culture, education and globalization on the ability of citizens of different countries to speak English.