In the past five decades, the global literacy rate among adults has grown from 67 percent in 1976 to 87.36 percent in 2023. In 1976, males had a literacy rate of 76 percent, compared to a rate of 58 percent among females. This difference of over 17 percent in 1976 has fallen to just seven percent in 2020. Although gaps in literacy rates have fallen across all regions in recent decades, significant disparities remain across much of South Asia and Africa, while the difference is below one percent in Europe and the Americas. Reasons for these differences are rooted in economic and cultural differences across the globe. In poorer societies, families with limited means are often more likely to invest in their sons' education, while their daughters take up a more domestic role. Varieties do exist on national levels, however, and female literacy levels can sometimes exceed the male rate even in impoverished nations, such as Lesotho (where the difference was over 17 percent in 2014); nonetheless, these are exceptions to the norm.

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• The Healthcare IT market size is expected to be worth around USD 1728 Bn by 2032
• According to a report by UNESCO, countries in South and South-West Asia have the highest number of illiterate adults in the world, estimated at 388 million.
• Approximately 36% of adult Americans possess only basic or below basic health literacy skills.
• Only 12% of Americans are considered proficient in their health literacy skills.
• Health literacy levels in China increased from 6.48% of the population in 2008 to 23.15% in 2020.
• A recent study analyzing global health literacy research from 1995 to 2020 identified the United States, Australia, and the United Kingdom as major contributors to the international collaboration network on health literacy.
• Mental health has been the most active research field in recent years in the context of health literacy.

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 2023, about 90.6 percent of men and a little less than 84.1 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.

A survey conducted in the United States in August 2023 found that digital literacy among U.S. adults varied depending on the age group. Younger generations, aged 18 to 29, showed a much higher awareness of digital topics, such as online privacy, and an understanding of generative AI. However, there was a notable gap between them and individuals 65 and older. For example, only 26 percent of respondents older than 65 years could identify an example of two-factor authentication, compared to 68 percent of younger respondents.

In 2023, the share of women aged 15 or older who could read and write in Latin America and the Caribbean amounted to 94.79 percent, around 0.33 percentage point lower than the literacy rate among adult men. This region's adult literacy rate averaged at 94.8 percent in 2023.

National Assessment of Adult Literacy, 2003 (NAAL:2003), is a study that is part of the National Assessment of Adult Literacy program. NAAL:2003 (https://nces.ed.gov/naal/) is a cross-sectional assessment that collected information about English literacy among American adults age 16 and older. The study was conducted using direct assessment from 19,000 adults 16 or older, in their homes and some in prisons from the 50 states and District of Columbia. Households and prison inmates were sampled in 2003. The weighted response rate was 62.1 percent for households and 88.3 percent for prison inmates. Key statistics produced from NAAL:2003 include reading skills, general literacy, relationships, demographics, and background characteristics.

In 2023, the average adult literacy rates (15 years and older) in Latin America and the Caribbean amounted to 94.79 percent. Literacy rates in Latin America and the Caribbean have been slightly improving in all three age groups since 2014.

The National Reporting System for Adult Education (NRS) is administered by the Division of Adult Education and Literacy in the Office of Career, Technical, and Adult Education at the U.S. Department of Education. Aggregated data, data from individual US states and territories, and narrative reports, all covering program years 2000-2022, were downloaded from https://nrs.ed.gov/ between 2025-02-06 and 2025-02-09. Aggregated reports were uploaded to Data Lumos as both regular files and a zipped folder; state data tables were only uploaded as a zipped folder, due to the high number of individual files. Total, there are 11,206 files and 628 folders in the entire dataset, due to the way it was structured on the original website.

In 2023, the illiteracy rate among adults aged 15 years and older was almost 32 percent in Sub-Saharan Africa. In South Asia, the illiteracy rate was 25 percent. Adult illiteracy rate is defined as the percentage of the population aged 15 and older who can not read or write. Even though illiteracy continues to persist around the world, illiteracy levels have been reduced significantly over the past decades.

The National Center for Education Statistics surveyed 12,330 U.S. adults ages 16 to 74 living in households from 2012 to 2017 for the Program for the International Assessment of Adult Competencies (PIAAC), an international study involving over 35 countries. Using small area estimation models (SAE), indirect estimates of literacy and numeracy proficiency have been produced for all U.S. states and counties. By using PIAAC survey data in conjunction with data from the American Community Survey, the Skills Map data provides reliable estimates of adult literacy and numeracy skills in all 50 states, all 3,141 counties, and the District of Columbia.

The indirect estimates provided in this data were created using a sophisticated statistical method generally referred to as small area estimation (SAE). SAE is a model-dependent approach that produces indirect estimates for areas where survey data is inadequate for direct estimation. SAE models assume that counties with similar demographics would have similar estimates of skills. An estimate for a county then “borrows strength” across related small areas through auxiliary information to produce reliable indirect estimates for small areas. The models rely on covariates available at the small areas, and PIAAC survey data. In the absence of any other proficiency assessment data for individual states and counties, the estimates provide a general picture of proficiency for all states and counties. For technical details on the SAE approach applied to PIAAC, see section 5 of the State and County Estimation Methodology Report.

The U.S. state indirect estimates reported in this data are not directly comparable with the direct estimates for PIAAC countries that are reported by the Organization for Economic Cooperation and Development (OECD). Specifically, the U.S. state indirect estimates (1) represent modeled estimates for adults ages 16-74 whereas the OECD’s direct estimates for participating countries represent estimates for adults ages 16-65, (2) include data for “literacy-related nonresponse” (i.e., adults whose English language skills were too low to participate in the study) whereas the OECD’s direct estimates for countries exclude these data, and (3) are based on three combined data collections (2012/2014/2017) whereas OECD’s direct estimates are based on a single data collection.Please visit the Skills Map to learn more about this data.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

Financial overview and grant giving statistics of American Literacy Corporation

A computerized data set of demographic, economic and social data for 227 countries of the world. Information presented includes population, health, nutrition, mortality, fertility, family planning and contraceptive use, literacy, housing, and economic activity data. Tabular data are broken down by such variables as age, sex, and urban/rural residence. Data are organized as a series of statistical tables identified by country and table number. Each record consists of the data values associated with a single row of a given table. There are 105 tables with data for 208 countries. The second file is a note file, containing text of notes associated with various tables. These notes provide information such as definitions of categories (i.e. urban/rural) and how various values were calculated. The IDB was created in the U.S. Census Bureau''s International Programs Center (IPC) to help IPC staff meet the needs of organizations that sponsor IPC research. The IDB provides quick access to specialized information, with emphasis on demographic measures, for individual countries or groups of countries. The IDB combines data from country sources (typically censuses and surveys) with IPC estimates and projections to provide information dating back as far as 1950 and as far ahead as 2050. Because the IDB is maintained as a research tool for IPC sponsor requirements, the amount of information available may vary by country. As funding and research activity permit, the IPC updates and expands the data base content. Types of data include: * Population by age and sex * Vital rates, infant mortality, and life tables * Fertility and child survivorship * Migration * Marital status * Family planning Data characteristics: * Temporal: Selected years, 1950present, projected demographic data to 2050. * Spatial: 227 countries and areas. * Resolution: National population, selected data by urban/rural * residence, selected data by age and sex. Sources of data include: * U.S. Census Bureau * International projects (e.g., the Demographic and Health Survey) * United Nations agencies Links: * ICPSR: http://www.icpsr.umich.edu/icpsrweb/ICPSR/studies/08490

This layer shows State-Wise Literacy Rates (1951-2011).Source of data: https://www.indiabudget.gov.in/economicsurvey/doc/stat/tab85.pdfNote:India and Manipur figures exclude those of the three sub-divisions viz. Mao Maram, Paomata and Purul of Senapati district of Manipur as census results of 2001 in these three sub-divisions were cancelled due to technical and administrative reasons.Literacy rates for 1951, 1961 and 1971 Censuses relate to population aged five years and above and from 1981 onwards Literacy rates relate to the population aged seven years and above. The literacy rate for 1951 in case of West Bengal relates to total population including 0-4 age group. Literacy rate for 1951 in respect of Chhattisgarh, Madhya Pradesh and Manipur are based on sample population.This web layer is offered by Esri India, for ArcGIS Online subscribers. If you have any questions or comments, please let us know via content@esri.in.

The statistic shows the fourth grade reading proficiency in the United States in 2015, by state. In 2015, 50 percent of fourth grade public school students in Massachusetts performed at or above the proficient level in reading.

Financial overview and grant giving statistics of Literacy Volunteers of America

Graph and download economic data for Expenditures: Reading by Highest Education: Less Than College Graduate: High School Graduate (CXUREADINGLB1404M) from 2012 to 2023 about book, no college, secondary schooling, secondary, expenditures, education, and USA.

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This statistic presents the level of self assessed financial literacy in the United States in 2017. During the survey period, it was found that 56 percent of the respondents admitted that they were somewhat financially literate.

U.S. Census Bureau QuickFacts statistics for Reading city, Pennsylvania. QuickFacts data are derived from: Population Estimates, American Community Survey, Census of Population and Housing, Current Population Survey, Small Area Health Insurance Estimates, Small Area Income and Poverty Estimates, State and County Housing Unit Estimates, County Business Patterns, Nonemployer Statistics, Economic Census, Survey of Business Owners, Building Permits.

HD.HCI.HLOS. Harmonized test scores from major international student achievement testing programs.They are measured in TIMSS-equivalent units, where 300 is minimal attainment and 625 is advanced attainment. Most recent estimates are used. Year of most recent estimate shown in data notes.

Test scores from the following testing programs are included: • TIMSS/PIRLS: Refers to average of test scores from TIMSS (Trends in International Maths and Science Study) and PIRLS (Progress in International Reading Literacy Study), both carried out by the International Association for the Evaluation of Educational Achievement. Data from each PIRLS round is moved to the year of the nearest TIMSS round and averaged with the TIMSS data.
• PISA: Refers to test scores from Programme for International Student Assessment • PISA+TIMSS/PIRLS: Refers to the average of these programs for countries and years where both are available • SACMEQ: Refers to test scores from Southern and Eastern Africa Consortium for Monitoring Educational Quality • PASEC: Refers to test scores from Program of Analysis of Education Systems • LLECE: Refers to test scores from Latin American Laboratory for Assessment of the Quality of Education • PILNA: Refers to test scores from Pacific Islands Literacy and Numeracy Assessment • EGRA: Refers to test scores from nationally-representative Early Grade Reading Assessments
• EGRANR: Refers to test scores from non-nationally-representative Early Grade Reading Assessments The Gender Statistics database is a comprehensive source for the latest sex-disaggregated data and gender statistics covering demography, education, health, access to economic opportunities, public life and decision-making, and agency.