Philippines PH: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 96.398 % in 2013. This records an increase from the previous number of 95.420 % for 2008. Philippines PH: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 93.574 % from Dec 1980 (Median) to 2013, with 7 observations. The data reached an all-time high of 96.398 % in 2013 and a record low of 83.317 % in 1980. Philippines PH: 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 Philippines – Table PH.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).

The Cordillera Administrative Region (CAR) in the Philippines recorded the highest functional literacy rate at ** percent in 2024. This was followed by the National Capital Region (NCR) at approximately ** percent. Meanwhile, the average functional literacy in the country was at **** percent.

Graph and download economic data for Literacy Rate, Adult Total for the Philippines (SEADTLITRZSPHL) from 1980 to 2020 about literacy, Philippines, adult, and rate.

Historical dataset showing Philippines literacy rate by year from 1980 to 2020.

Yearly (annual) dataset of the Philippines Adult Literacy Rate, including historical data, latest releases, and long-term trends from 1980-12-31 to 2020-12-31. Available for free download in CSV format.

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

Philippines PH: Literacy Rate: Youth Female: % of Females Aged 15-24 data was reported at 98.815 % in 2013. This records an increase from the previous number of 98.492 % for 2008. Philippines PH: Literacy Rate: Youth Female: % of Females Aged 15-24 data is updated yearly, averaging 96.581 % from Dec 1980 (Median) to 2013, with 7 observations. The data reached an all-time high of 98.815 % in 2013 and a record low of 92.469 % in 1980. Philippines PH: 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 Philippines – Table PH.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).

Philippines PH: Literacy Rate: Youth Male: % of Males Aged 15-24 data was reported at 97.425 % in 2013. This records an increase from the previous number of 97.020 % for 2008. Philippines PH: Literacy Rate: Youth Male: % of Males Aged 15-24 data is updated yearly, averaging 95.816 % from Dec 1980 (Median) to 2013, with 7 observations. The data reached an all-time high of 97.425 % in 2013 and a record low of 91.063 % in 1980. Philippines PH: 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 Philippines – Table PH.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).

Literacy rate, youth male (% of males ages 15-24) in Philippines was reported at 100 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Philippines - Literacy rate, youth male (% of males ages 15-24) - actual values, historical data, forecasts and projections were sourced from the World Bank on November of 2025.

Actual value and historical data chart for Philippines Literacy Rate Youth Female Percent Of Females Ages 15 24

According to a survey conducted among young people across ASEAN countries in September 2020, ** percent of respondents from the Philippines regarded digital literacy skills as very important, compared to ** percent of respondents from Myanmar. Meanwhile, around ** percent of Laotian respondents viewed the ability to navigate the digital world as important and very important.

Philippines PH: School Enrollment: Primary: % Gross data was reported at 113.007 % in 2015. This records a decrease from the previous number of 114.576 % for 2013. Philippines PH: School Enrollment: Primary: % Gross data is updated yearly, averaging 108.349 % from Dec 1971 (Median) to 2015, with 41 observations. The data reached an all-time high of 114.576 % in 2013 and a record low of 103.945 % in 2006. Philippines PH: School Enrollment: Primary: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Philippines – Table PH.World Bank.WDI: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.; ; 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).

Predicted number of school-aged children (10 to 19 years old) in each functional literacy class in the Philippines in 2017.

BackgroundSoil-transmitted helminth (STH) infections remain highly endemic across the Philippines, and are believed to be important contributors to delayed cognitive development of school-aged children. Identification of communities where children are at risk of functional illiteracy is important for the attainment of Sustainable Development Goals target for literacy. We aimed to quantify the associations between the spatial variation of STH infections and functional literacy indicators adjusting for other important contributors, and identify priority areas in the Philippines in need of interventions.Methodology/Principal findingsWe used data from 11,313 school-aged children on functional literacy indicators collected in 2008. Nested fixed-effects multinomial regression models were built to determine associations between STH endemicity and geographical distribution of functional literacy, adjusting for demographics, household level variables, and the prevalence of malaria. Bayesian multinomial geostatistical models were built to geographically predict the prevalence of each level of functional literacy. The number of school-aged children belonging to each of the functional literacy indicator classes was forecast for 2017.We estimated 4.20% of functional illiteracy burden among school-aged children in Mindanao might be averted by preventing T. trichiura infections. Areas predicted with the highest prevalence of functional illiteracy were observed in localised areas of the eastern region of the Visayas, and the south-eastern portion of Mindanao.Conclusions/SignificanceThe study demonstrates significant geographical variation in burden of functional illiteracy in school-aged children associated with STH infections suggesting that targeted helminth control could potentially promote the development of cognitive function of school-aged children in the Philippines. The benefits of a spatially targeted strategy should be tested by future studies.

The statistic shows the results of a survey about the frequency of book reading among adults in the Philippines in 2017. During the period examined, approximately ** percent of the respondents stated that they read books daily, followed by **** percent of the respondents who claimed to read books at least once a week.

Abstract

The STEP Measurement program is the first ever initiative to generate internationally comparable data on skills available in developing countries. The program implements standardized surveys to gather information on the supply and distribution of skills and the demand for skills in labor market of low-income countries.

The uniquely-designed Household Survey includes modules that measure the cognitive skills (reading, writing and numeracy), socio-emotional skills (personality, behavior and preferences) and job-specific skills (subset of transversal skills with direct job relevance) of a representative sample of adults aged 15 to 64 living in urban areas, whether they work or not. The cognitive skills module also incorporates a direct assessment of reading literacy based on the Survey of Adults Skills instruments. Modules also gather information about family, health and language.

Geographic coverage

The STEP survey was limited to the Urban Areas.

Analysis unit

The units of analysis are the individual respondents and households. A household roster is undertaken at the start of the survey and the individual respondent is randomly selected among all household members aged 15 to 64 included. The random selection process was designed by the STEP team and compliance with the procedure is carefully monitored during fieldwork.

Universe

The target population is defined as all non-institutionalized persons aged 15 to 64 (inclusive) living in private dwellings in the urban areas of the country at the time of the data collection. This includes all residents, except foreign diplomats and non-nationals working for international organizations.

Kind of data

Sample survey data [ssd]

Sampling procedure

The Philippines sample design is a 4-stage sample design. There was no explicit stratification but the sample is implicitly stratified by Urban Region. Implicit stratification was achieved by sorting the PSUs by Urban Region and selecting a systematic sample of PSUs.

• First Stage Sample: The primary sample unit (PSU) is a Barangay Segment. The first stage units were selected by the World Bank Survey Methodologist. Each PSU is uniquely defined by the sample frame variable ‘SEG#_BGY’, i.e., the Segment ID# within a Barangay. The sampling objective was to conduct interviews in 200 PSUs. In addition, 25 extra PSUs were selected for use in case it was impossible to conduct any interviews in one or more initially selected PSUs. (N.B. None of the 25 extra PSUs were required to be activated.)

• Second Stage Sample: The second stage sample unit (SSU) is a dwelling. The sampling objective was to obtain interviews at 15 dwellings within each selected PSU. The dwellings were selected in each PSU using a systematic random method.

• Third Stage Sample: The third stage sample unit is a household. The sampling objective is to select one household within each selected dwelling. The households are randomly selected with equal probability in each PSU. N.B. The Philippines firm indicated that all selected dwellings contained one household, i.e., there were no multiple household dwellings in the STEP sample.

• Fourth Stage Sample: The third stage sample unit was an individual aged 15-64 (inclusive). The sampling objective was to select one individual with equal probability from each selected household.

SAMPLE SIZE

The Philippines firm’s sampling objective is to obtain interviews from 3000 individuals in the urban areas of Philippines.

Mode of data collection

Face-to-face [f2f]

Research instrument

The STEP survey instruments include:

• Background Questionnaire developed by the WB STEP team

• Reading Literacy Assessment developed by Educational Testing Services (ETS).

All countries adapted and translated both instruments following the STEP Technical Standards: 2 independent translators adapted and translated the Background Questionnaire and Reading Literacy Assessment, while reconciliation was carried out by a third translator. The WB STEP team and ETS collaborated closely with the survey firms during the process and reviewed the adaptation and translation (using a back translation).

Cleaning operations

STEP Data Management Process:

1. Raw data is sent by the survey firm. All coding and scoring (of the Reading Literacy Assessment booklets) is carried out by the survey firms, following STEP Technical Standards. Training was provided to the survey firms at the start of the project.

2. The WB STEP team runs data checks on the Background Questionnaire data. ETS runs data checks on the Reading Literacy Assessment data. Comments and questions are sent back to the survey firm.

3. The survey firm reviews comments and questions. When a data entry error is identified, the survey firm corrects the data.

4. The WB STEP team and ETS check the data files are clean. This might require additional iterations with the survey firm.

5. Once the data has been checked and cleaned, the WB STEP team computes the weights. Weights are computed by the STEP team to ensure consistency across sampling methodologies.

6. ETS scales the Reading Literacy Assessment data.

7. The WB STEP team merges the Background Questionnaire data with the Reading Literacy Assessment data and computes derived variables. Detailed information data processing in STEP surveys is provided in the "Guidelines for STEP Data Entry Programs", provided as an external resource.

Response rate

An overall response rate of 94.8% was achieved in the Philippines STEP Survey.

Sampling error estimates

A weighting documentation was prepared for each participating country and provides some information on sampling errors. All country weighting documentations are provided as an external resource.

PH：非文盲率：成年人：占15岁及以上人群百分比在12-01-2013达96.398%，相较于12-01-2008的95.420%有所增长。PH：非文盲率：成年人：占15岁及以上人群百分比数据按年更新，12-01-1980至12-01-2013期间平均值为93.574%，共7份观测结果。该数据的历史最高值出现于12-01-2013，达96.398%，而历史最低值则出现于12-01-1980，为83.317%。CEIC提供的PH：非文盲率：成年人：占15岁及以上人群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的菲律宾 – 表 PH.世界银行：教育统计。

As of March 2019, ** percent of the surveyed respondents in the Philippines from elementary level stated seldomly reading the news from Facebook. In contrast, only ***** percent form high school and college levels stated never using the application for reading news.

Demographic characteristics of children, stratified by regions of the Philippines.

Due to COVID-19, online education has become the norm in the Philippines. Yet even in its second year, online teaching and learning still faces ongoing challenges, as does the need for teacher professional development. This paper describes the results of a mixed-method study that explored teachers' perspectives on professional development barriers and needs. The data collection involved 174 teachers working in the National Capital Region. All of the participants completed a survey describing their professional development frequency, perspectives, barriers, and needs, while eight teachers volunteered for a follow-up in-depth interview. Using hierarchical multiple regression analyses, results have shown that pedagogical and information technology competencies needs of teachers depend mostly on their prior professional development experiences and their need to apply active learning and new teaching ideas.