Adult Literacy Rate for Male, Female, and Total Population by country for most recent year available. Year of data collection for each country is listed when known. Adult literacy rates are defined as the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life. Data Sources: United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics, via World Bank DataBank; CIA World Factbook; Country shapes from Natural Earth 50M scale data.

Despite the steady rise in literacy rates over the past 50 years, there are still 750 million illiterate adults around the world, most of whom are women. These numbers produced by the UIS are a stark reminder of the work ahead to meet the Sustainable Development Goals (SDGs), especially Target 4.6 to ensure that all youth and most adults achieve literacy and numeracy by 2030. Current literacy data are generally collected through population censuses or household surveys in which the respondent or head of the household declares whether they can read and write with understanding a short, simple statement about one's everyday life in any written language. Some surveys require respondents to take a quick test in which they are asked to read a simple passage or write a sentence, yet clearly literacy is a far more complex issue that requires more information. For the UIS, the existing dataset serves as a placeholder for a new generation of indicators being developed with countries and partners under the umbrella of the Global Alliance to Monitor Learning (GAML). GAML is developing the methodologies needed to gather more nuanced data and the tools required for their standardisation. In particular, the Alliance is finding ways to link existing large-scale assessments to produce comparable data to monitor the literacy skills of children, youth and adults. This involves close collaboration with a wide range of partners.

Global Adult Literacy Rate by Country, 2023 Discover more data with ReportLinker!

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.

Dataset Overview 📝

The dataset includes the following key indicators, collected for over 200 countries:

• Government Expenditure on Education (% of GDP): Shows the percentage of a country’s GDP allocated to education.
• Literacy Rate (Adult Total): Represents the percentage of the population aged 15 and above who can read and write.
• Primary Completion Rate: The percentage of children who complete their primary education within the official age group.
• Pupil-Teacher Ratio (Primary and Secondary Education): Indicates the average number of students per teacher at the primary and secondary levels.
• School Enrollment Rates (Primary, Secondary, Tertiary): Reflects the percentage of the relevant age group enrolled in schools across different education levels.

Data Source 🌐

World Bank: This dataset is compiled from the World Bank's educational database, providing reliable, updated statistics on educational progress worldwide.

Potential Use Cases 🔍 This dataset is ideal for anyone interested in:

Educational Research: Understanding how education spending and policies impact literacy, enrollment, and overall educational outcomes. Predictive Modeling: Building models to predict educational success factors, such as completion rates and literacy. Global Education Analysis: Analyzing trends in global education systems and how different countries allocate resources to education. Policy Development: Helping governments and organizations make data-driven decisions regarding educational reforms and funding.

Key Questions You Can Explore 🤔

How does government expenditure on education correlate with literacy rates and school enrollment across different regions? What are the trends in pupil-teacher ratios over time, and how do they affect educational outcomes? How do education indicators differ between low-income and high-income countries? Can we predict which countries will achieve universal primary education based on current trends?

Important Notes ⚠️ - Missing Data: Some values may be missing for certain years or countries. Consider using techniques like forward filling or interpolation when working with time series models. - Data Limitations: This dataset provides global averages and may not capture regional disparities within countries.

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.

Literacy in India has been increasing as more and more people receive a better education, but it is still far from all-encompassing. In 2023, the degree of literacy in India was about 77 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.

Cameroon CM: Literacy Rate: Adult: % of People Aged 15 and Above data was reported at 78.230 % in 2020. This records an increase from the previous number of 77.071 % for 2018. Cameroon CM: Literacy Rate: Adult: % of People Aged 15 and Above data is updated yearly, averaging 70.985 % from Dec 1976 (Median) to 2020, with 6 observations. The data reached an all-time high of 78.230 % in 2020 and a record low of 41.216 % in 1976. Cameroon CM: 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 Cameroon – Table CM.World Bank.WDI: Social: 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 (UIS). UIS.Stat Bulk Data Download Service. Accessed October 24, 2022. https://apiportal.uis.unesco.org/bdds.;Weighted average;

Historical chart and dataset showing Chad literacy rate by year from 1993 to 2022.

Will all children be able to read by 2030? The ability to read with comprehension is a foundational skill that every education system around the world strives to impart by late in primary school—generally by age 10. Moreover, attaining the ambitious Sustainable Development Goals (SDGs) in education requires first achieving this basic building block, and so does improving countries’ Human Capital Index scores. Yet past evidence from many low- and middle-income countries has shown that many children are not learning to read with comprehension in primary school. To understand the global picture better, we have worked with the UNESCO Institute for Statistics (UIS) to assemble a new dataset with the most comprehensive measures of this foundational skill yet developed, by linking together data from credible cross-national and national assessments of reading. This dataset covers 115 countries, accounting for 81% of children worldwide and 79% of children in low- and middle-income countries. The new data allow us to estimate the reading proficiency of late-primary-age children, and we also provide what are among the first estimates (and the most comprehensive, for low- and middle-income countries) of the historical rate of progress in improving reading proficiency globally (for the 2000-17 period). The results show that 53% of all children in low- and middle-income countries cannot read age-appropriate material by age 10, and that at current rates of improvement, this “learning poverty” rate will have fallen only to 43% by 2030. Indeed, we find that the goal of all children reading by 2030 will be attainable only with historically unprecedented progress. The high rate of “learning poverty” and slow progress in low- and middle-income countries is an early warning that all the ambitious SDG targets in education (and likely of social progress) are at risk. Based on this evidence, we suggest a new medium-term target to guide the World Bank’s work in low- and middle- income countries: cut learning poverty by at least half by 2030. This target, together with improved measurement of learning, can be as an evidence-based tool to accelerate progress to get all children reading by age 10.

For further details, please refer to https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf

The paper investigates the relationship between tax revenues and literacy level, using a panel-model approach. The dataset covers the period 1996-2010 and includes 123 countries. The estimations suggest that the assumed function is nonlinear, with inverted-⋃ and ⋃ shapes. More precisely, a very low literacy level is associated with reduced tax revenues. Furthermore, the government inputs increase as the literacy level increases, reaching a maximum point. Beyond this level, the tax revenues decrease even if the literacy has an ascendant tendency, registering a minimum level. Finally, the tax revenues increase in a parallel manner with the literacy index.

The resilience of education in Belt and Road countries reflects the level of resilience of education in the countries along the Belt and Road, and the higher the value, the stronger the resilience of education in the countries along the Belt and Road. The data on the resilience of educational conditions are prepared by referring to the World Bank's statistical database, using year-on-year data on four indicators - literacy rate, education expenditure, secondary school enrolment rate and tertiary enrolment rate - for countries along the Belt and Road from 2000 to 2019, and taking into account the year-on-year changes in each indicator. Based on the sensitivity and adaptability analysis, a comprehensive diagnosis was carried out to generate a resilience product for the development of education conditions. "The data set on the resilience of educational conditions in countries along the Belt and Road is an important reference for analysing and comparing the current resilience of educational conditions in each country.

Kenya KE: Literacy Rate: Adult Female: % of Females Aged 15 and Above data was reported at 74.006 % in 2014. This records an increase from the previous number of 66.863 % for 2007. Kenya KE: Literacy Rate: Adult Female: % of Females Aged 15 and Above data is updated yearly, averaging 74.006 % from Dec 2000 (Median) to 2014, with 3 observations. The data reached an all-time high of 77.893 % in 2000 and a record low of 66.863 % in 2007. Kenya KE: 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 Kenya – Table KE.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).

World Development Indicators (WDI) Dataset Description The World Development Indicators (WDI) dataset is a comprehensive compilation of relevant, high-quality, and internationally comparable statistics about global development. It presents the most current and accurate global development data available and includes national, regional, and global estimates.

                Data Coverage

Time Period: Varies by indicator, often covering several decadesGeographical Coverage: Includes data from all countries and regions worldwide Indicators and Source URLs The following is a list of indicators included in the dataset, along with their respective source URLs: Here is the revised list with the URL replaced with the provided link: Indicators and Source URLs The following is a list of indicators included in the dataset, along with their respective source URLs: Here is the updated list: Indicators and Source URLs The following is a list of indicators included in the dataset, along with their respective source URLs: Population Total: SP.POP.TOTLWorking Population: SP.POP.1564.TOPopulation Ages 0-14: SP.POP.0014.TOPopulation Ages 15-64: SP.POP.1564.TOPopulation Ages 65 and Above: SP.POP.65UP.TOFemale Population (% of total): SP.POP.TOTL.FE.ZSMale Population (% of total): SP.POP.TOTL.MA.ZSGDP (current US$): NY.GDP.MKTP.CDGDP Growth Rate: NY.GDP.MKTP.KD.ZGGDP per Capita (current US$): NY.GDP.PCAP.CDLabor Force Participation Rate: SL.TLF.CACT.ZSLabor Force Participation Rate, Female: SL.TLF.CACT.FE.ZSLabor Force Participation Rate, Male: SL.TLF.CACT.MA.ZSUnemployment Rate: SL.UEM.TOTL.ZSLife Expectancy at Birth: SP.DYN.LE00.INPrimary School Enrollment: SE.PRM.ENRRSecondary School Enrollment: SE.SEC.ENRRTertiary School Enrollment: SE.TER.ENRRAdult Literacy Rate: SE.ADT.LITR.ZSYouth Literacy Rate: SE.ADT.1524.LT.ZS

Top 10 most productive countries, institutions and authors of health literacy.

This compilation of "Leadership for Literacy" data provides both quantitative and qualitative data gathered from learners, teachers and school leaders/managers in township and rural schools in South Africa. These data were gathered as part of the mixed methods study “Understanding resilience and exceptionalism in high-functioning township and rural primary schools in South Africa”. The quantitative data is obtained from 61 primary schools in three South African provinces (KwaZulu-Natal, Limpopo and Gauteng) at the beginning and end of the school year. The quantitative dataset contains: 1) A plethora of contextual datasets on each school to establish school wealth, resourcing and school climate factors, teacher perceptions of school leadership and management processes and observational data on indicators of school functionality. These data are gathered from interviews with teachers, principals and deputy principals as well as conducting observations of the school and classroom environment. 2) One-on-one reading assessment data in English and 3 African languages (isiZulu, Sepedi and Xitsonga) from tests of oral reading fluency, letter recognition and word recognition for over 600 grade 3 children and grade 6 children. Pre- and post-test data were collected for the same children. 3) Reading comprehension and vocabulary test data for over 2600 grade 6 learners with pre- and post-test data available for the same learners. Qualitative data comprise 8 case studies that were compiled after in-depth interviews in a sub-set of the 61 schools. The aim of the present study is to understand resilience and exceptionalism in high-functioning township and rural primary schools in South Africa. Previous research has shown that a large part of the explanation behind these schools' success is the leadership and management practices of teachers and particularly principals. Despite this near universal acceptance of the pivotal role of school leadership and management (SLM) for student achievement, accurate quantitative indicators of these practices remain elusive. Put simply, we do not currently have appropriate questionnaires that can accurately capture the school leadership and management practices among schools in challenging contexts in developing countries. One of the reasons for this is that these instruments are designed primarily with a developed-country-context in mind and do not account for possibilities that are prevalent in developing countries and typical in challenging contexts. Furthermore, in large-scale quantitative research, existing measures of SLM capture effective or ineffective SLM practices in superficial and fragmented ways. When looking at existing quantitative models of educational achievement researchers regularly find that there is a large unexplained component despite controlling for school resources and various student home-background factors. This is especially the case in challenging contexts where this disconnect between resources and results seems largest. One of the tentative explanations for this lack of explanatory power is that we are not currently capturing the true leadership and management practices (or lack thereof) in these schools and that this is partly due to inappropriate and inadequate SLM instruments. This is the first motivation for the inter-disciplinary nature of the proposed study; that the disciplines of Economics and Education bring different but complementary perspectives to bear on this issue of school leadership and management. Our previous research on schools in poor contexts in South Africa showed that deeper insights were obtained by a comparison between paired sets of schools with similar demographic and locational features, one performing poorly and the other performing strongly. This matched-pair approach is discussed briefly below. The proposed inter-disciplinary matched-pair analysis is, to the best of our knowledge, the first of its kind in either developing or developed countries. The current research uses 30 matched-pairs (matching 30 exceptional schools and 30 typical schools) because this provides the stark relief needed to identify which practices are driving the difference between the high performing schools and the average/low-performing schools in rural areas and townships in South Africa. The research will involve five stages: (1) Use population-wide assessment data to identify 30 exceptional primary schools (and their 30 matched pairs) in townships and rural areas in South Africa, (2) Conduct an in-depth study of 12 of the schools (6 exceptional and 6 matched typical) (3) Using the insights gained from Stage 2 develop new, more accurate and more context-specific measures of school leadership and management and pilot these in a different set of 18 schools (9 matched-pairs); (4) After finalising the new questionnaire this will be administered to all 60 schools to capture the SLM practices and behaviours of all matched pairs. In addition the team will administer background questionnaires to staff and students and monitor the Annual National Assessments in each of the 60 schools, (5) The final stage will involve validating the SLM measures identified in Stage 2, developed in Stage 3 and captured in Stage 4. The aim here is to use rigorous quantitative analysis to determine whether or not these new measures of SLM practices and behaviours are systematically related and specifically their predictive or explanatory power. Quantitative data collection: we surveyed 61 schools (30 high performing pairs matched to 30 low performing pairs and 1 additional higher performing school). Qualitative data collection (in-depth interviews) A team of 2 qualitative researchers spent three days in each of the 8 schools, conducting interviews with the principal, deputy principal, heads of department of various grade phases, as well grade 3 and grade 6 teachers. They also conducted detailed assessments of the literacy resources in schools and general observations of the school environments.

The Sudan Demographic and Health Survey (SDHS) was conducted in two phases between November 15, 1989 and May 21, 1990 by the Department of Statistics of the Ministry of Economic and National Planning. The survey collected information on fertility levels, marriage patterns, reproductive intentions, knowledge and use of contraception, maternal and child health, maternal mortality, and female circumcision. The survey findings provide the National Population Committee and the Ministry of Health with valuable information for use in evaluating population policy and planning public health programmes. A total of 5860 ever-married women age 15-49 were interviewed in six regions in northern Sudan; three regions in southern Sudan could not be included in the survey because of civil unrest in that part of the country. The SDHS provides data on fertility and mortality comparable to the 1978-79 Sudan Fertility Survey (SFS) and complements the information collected in the 1983 census. The primary objective of the SDHS was to provide data on fertility, nuptiality, family planning, fertility preferences, childhood mortality, indicators of maternal health care, and utilization of child health services. Additional information was coUected on educational level, literacy, source of household water, and other housing conditions. The SDHS is intended to serve as a source of demographic data for comparison with the 1983 census and the Sudan Fertility Survey (SFS) 1978-79, and to provide population and health data for policymakers and researchers. The objectives of the survey are to: assess the overall demographic situation in Sudan, assist in the evaluation of population and health programmes, assist the Department of Statistics in strengthening and improving its technical skills for conducting demographic and health surveys, enable the National Population Committee (NPC) to develop a population policy for the country, and measure changes in fertility and contraceptive prevalence, and study the factors which affect these changes, and examine the basic indicators of maternal and child health in Sudan. MAIN RESULTS Fertility levels and trends Fertility has declined sharply in Sudan, from an average of six children per women in the Sudan Fertility Survey (TFR 6.0) to five children in the Sudan DHS survey flTR 5.0). Women living in urban areas have lower fertility (TFR 4.1) than those in rural areas (5.6), and fertility is lower in the Khartoum and Northern regions than in other regions. The difference in fertility by education is particularly striking; at current rates, women who have attained secondary school education will have an average of 3.3 children compared with 5.9 children for women with no education, a difference of almost three children. Although fertility in Sudan is low compared with most sub-Saharan countries, the desire for children is strong. One in three currently married women wants to have another child within two years and the same proportion want another child in two or more years; only one in four married women wants to stop childbearing. The proportion of women who want no more children increases with family size and age. The average ideal family size, 5.9 children, exceeds the total fertility rate (5.0) by approximately one child. Older women are more likely to want large families than younger women, and women just beginning their families say they want to have about five children. Marriage Almost all Sudanese women marry during their lifetime. At the time of the survey, 55 percent of women 15-49 were currently married and 5 percent were widowed or divorced. Nearly one in five currently married women lives in a polygynous union (i.e., is married to a man who has more than one wife). The prevalence of polygyny is about the same in the SDHS as it was in the Sudan Fertility Survey. Marriage occurs at a fairly young age, although there is a trend toward later marriage among younger women (especially those with junior secondary or higher level of schooling). The proportion of women 15-49 who have never married is 12 percentage points higher in the SDHS than in the Sudan Fertiliy Survey. There has been a substantial increase in the average age at first marriage in Sudan. Among SDHS. Since age at first marriage is closely associated with fertility, it is likely that fertility will decrease in the future. With marriages occurring later, women am having their first birth at a later age. While one in three women age 45-49 had her first birth before age 18, only one in six women age 20-24 began childbearing prior to age 18. The women most likely to postpone marriage and childbearing are those who live in urban areas ur in the Khartoum and Northern regions, and women with pest-primary education. Breastfeeding and postpartum abstinence Breastfeeding and postpartum abstinence provide substantial protection from pregnancy after the birth uf a child. In addition to the health benefits to the child, breastfeeding prolongs the length of postpartum amenorrhea. In Sudan, almost all women breastfeed their children; 93 percent of children are still being breastfed 10-11 months after birth, and 41 percent continue breastfeeding for 20-21 months. Postpartum abstinence is traditional in Sudan and in the first two months following the birth of a child 90 percent of women were abstaining; this decreases to 32 percent after two months, and to 5 percent at~er one year. The survey results indicate that the combined effects of breastfeeding and postpartum abstinence protect women from pregnancy for an average of 15 months after the birth of a child. Knowledge and use of contraception Most currently married women (71 percent) know at least one method of family planning, and 59 percent know a source for a method. The pill (70 percent) is the most widely known method, followed by injection, female sterilisation, and the IUD. Only 39 percent of women knew a traditional method of family planning. Despite widespread knowledge of family planning, only about one-fourth of ever-married women have ever used a contraceptive method, and among currently married women, only 9 percent were using a method at the time of the survey (6 percent modem methods and 3 percent traditional methods). The level of contraceptive use while still low, has increased from less than 5 percent reported in the Sudan Fertility Survey. Use of family planning varies by age, residence, and level of education. Current use is less than 4 percent among women 15-19, increases to 10 percent for women 30-44, then decreases to 6 percent for women 45-49. Seventeen percent of urban women practice family planning compared with only 4 percent of rural women; and women with senior secondary education are more likely to practice family planning (26 percent) than women with no education (3 percent). There is widespread approval of family planning in Sudan. Almost two-thirds of currently married women who know a family planning method approve of the use of contraception. Husbands generally share their wives's views on family planning. Three-fourths of married women who were not using a contraceptive method at the time of the survey said they did not intend to use a method in the future. Communication between husbands and wives is important for successful family planning. Less than half of currently married women who know a contraceptive method said they had talked about family planning with their husbands in the year before the survey; one in four women discussed it once or twice; and one in five discussed it more than twice. Younger women and older women were less likely to discuss family planning than those age 20 to 39. Mortality among children The neonatal mortality rate in Sudan remained virtually unchanged in the decade between the SDHS and the SFS (44 deaths per 1000 births), but under-five mortality decreased by 14 percent (from 143 deaths per 1000 births to 123 per thousand). Under-five mortality is 19 percent lower in urban areas (117 per 1000 births) than in rural areas (144 per 10(30 births). The level of mother's education and the length of the preceding birth interval play important roles in child survival. Children of mothers with no education experience nearly twice the level of under-five mortality as children whose mother had attained senior secondary or nigher education. Mortality among children under five is 2.7 times higher among children born after an interval of less than 24 months than among children born after interval of 48 months or more. Maternal mortality The maternal mortality rate (maternal deaths per 1000 women years of exposure) has remained nearly constant over the twenty years preceding the survey, while the maternal mortality ratio (number of maternal deaths per 100,000 births), has increased (despite declining fertility). Using the direct method of estimation, the maternal mortality ratio is 352 maternal deaths per 100,000 births for the period 1976-82, and 552 per 100,000 births for the period 1983-89. The indirect estimate for the maternal mortality ratio is 537. The latter estimate is an average of women's experience over an extended period before the survey centred on 1977. Maternal health care The health care mothers receive during pregnancy and delivery is important to the survival and well-being of both children and mothers. The SDHS results indicate that most women in Sudan made at least one antenatal visit to a doctor or trained health worker/midwife. Eighty-seven percent of births benefitted from professional antenatal care in urban areas compared with 62 percent in rural areas. Although the proportion of pregnant mothers seen by trained health workers/midwives are similar in urban and rural areas, doctors provided antenatal care for 42 percent and 19 percent of births in urban and rural areas, respectively. Neonatal tetanus, a major cause of infant deaths in developing countries, can be prevented if mothers receive tetanus toxoid vaccinations.

Laos LA: Literacy Rate: Adult Male: % of Males Aged 15 and Above data was reported at 67.359 % in 2011. This records a decrease from the previous number of 82.452 % for 2005. Laos LA: Literacy Rate: Adult Male: % of Males Aged 15 and Above data is updated yearly, averaging 77.006 % from Dec 1995 (Median) to 2011, with 5 observations. The data reached an all-time high of 82.452 % in 2005 and a record low of 67.359 % in 2011. Laos LA: 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 Laos – Table LA.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).

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.

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. In addition to the indirect estimates, this website provides precision estimates and facilitates statistical comparisons among 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. county 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. county 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.

Contains data from the World Bank's data portal. There is also a consolidated country dataset on HDX. Education is one of the most powerful instruments for reducing poverty and inequality and lays a foundation for sustained economic growth. The World Bank compiles data on education inputs, participation, efficiency, and outcomes. Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country. Indicators: Adjusted net enrollment rate, Adjusted net intake rate to Grade 1 of primary education, Adolescents out of school, Adult illiterate population, Adult literacy rate, Barro-Lee, Capital expenditure as % of total expenditure in tertiary public institutions, Children out of school, Compulsory education, Cumulative drop-out rate to the last grade of primary education, Current education expenditure, Current expenditure as % of total expenditure in public institutions, Current expenditure as % of total expenditure in tertiary public institutions, DHS, Drop-out rate from Grade 1 of primary education, Drop-out rate from Grade 2 of primary education, Drop-out rate from Grade 3 of primary education, Drop-out rate from Grade 4 of primary education, Educational attainment, Effective transition rate from primary to lower secondary general education, Enrolment in Grade 1 of lower secondary general education, Enrolment in Grade 1 of primary education, Enrolment in Grade 2 of lower secondary general education, Enrolment in Grade 2 of primary education, Enrolment in Grade 3 of lower secondary general education, Enrolment in Grade 3 of primary education, Enrolment in Grade 4 of primary education, Enrolment in Grade 5 of primary education, Enrolment in lower secondary education, Enrolment in lower secondary general, Enrolment in post-secondary non-tertiary education, Enrolment in pre-primary education, Enrolment in primary education, Enrolment in secondary education, Enrolment in secondary general, Enrolment in secondary vocational, Enrolment in tertiary education, Enrolment in upper secondary education, Enrolment in upper secondary general, Enrolment in upper secondary vocational, Expenditure on education not specified by level as % of government expenditure on education, Expenditure on primary education, Expenditure on secondary education, Expenditure on tertiary education, Government expenditure on education, Government expenditure per student, Graduates from tertiary education, Gross enrolment ratio, Gross graduation ratio from lower secondary education, Gross graduation ratio from primary education, Gross intake ratio in first grade of primary education, Gross intake ratio to Grade 1 of lower secondary general education, Gross intake ratio to Grade 1 of primary education, Gross outbound enrolment ratio, Inbound mobility rate, Labor force, Literacy rate, Lower secondary completion rate, Lower secondary school starting age, Net enrolment rate, Net intake rate in grade 1, New entrants to Grade 1 of primary education, New entrants to Grade 1 of primary education with early childhood education experience, Official entrance age to compulsory education, Official entrance age to post-secondary non-tertiary education, Official entrance age to pre-primary education, Official entrance age to upper secondary education, Out-of-school adolescents of lower secondary school age, Outbound mobility ratio, Over-age students, Percentage of enrolment in pre-primary education in private institutions, Percentage of enrolment in tertiary education in private institutions, Percentage of female teachers in lower secondary education who are trained, Percentage of graduates from tertiary education who are female, Percentage of male teachers in lower secondary education who are trained, Percentage of new entrants to Grade 1 of primary education with early childhood education experience, Percentage of repeaters in Grade 1 of lower secondary general education, Percentage of repeaters in Grade 1 of primary education, Percentage of repeaters in Grade 2 of lower secondary general education, Percentage of repeaters in Grade 2 of primary education, Percentage of repeaters in Grade 3 of lower secondary general education, Percentage of repeaters in Grade 3 of primary education, Percentage of repeaters in Grade 4 of primary education, Percentage of repeaters in Grade 5 of primary education, Percentage of repeaters in lower secondary general education, Percentage of repeaters in primary education, Percentage of students in post-secondary non-tertiary education who are female, Percentage of students in pre-primary education who are female, Percentage of students in tertiary ISCED 5 programmes who are female, Percentage of students in tertiary ISCED 6 programmes who are female, Percentage of students in tertiary ISCED 7 programmes who are female, Percentage of students in tertiary ISCED 8 programmes who are female, Percentage of students in tertiary education who are female, Percentage of teachers in lower secondary education who are female, Percentage of teachers in lower secondary education who are trained, Percentage of teachers in primary education who are trained, Percentage of teachers in upper secondary education who are female, Persistence to grade 5, Persistence to last grade of primary, Population, Population ages 0-14, Population ages 15-64, Population of the official entrance age to primary education, Preprimary education, Primary completion rate, Primary education, Primary school starting age, Progression to secondary school, Pupil-teacher ratio, Pupil-teacher ratio in lower secondary education, Pupil-teacher ratio in upper secondary education, Rate of out-of-school adolescents of lower secondary school age, Rate of out-of-school children of primary school age, Repeaters, Repeaters in Grade 1 of lower secondary general education, Repeaters in Grade 1 of primary education, Repeaters in Grade 2 of lower secondary general education, Repeaters in Grade 2 of primary education, Repeaters in Grade 3 of lower secondary general education, Repeaters in Grade 3 of primary education, Repeaters in Grade 4 of primary education, Repeaters in Grade 5 of primary education, Repeaters in lower secondary general education, Repeaters in primary education, Repetition rate in Grade 1 of primary education, Repetition rate in Grade 2 of primary education, Repetition rate in Grade 3 of primary education, Repetition rate in Grade 4 of primary education, Repetition rate in Grade 5 of primary education, School age population, School enrollment, School life expectancy, Secondary education, Share of all students in secondary education enrolled in vocational programmes, Share of all students in tertiary education enrolled in ISCED 5, Share of all students in tertiary education enrolled in ISCED 6, Share of all students in tertiary education enrolled in ISCED 7, Share of all students in tertiary education enrolled in ISCED 8, Share of all students in upper secondary education enrolled in vocational programmes, Share of female students in secondary education enrolled in vocational programmes, Share of female students in tertiary education enrolled in ISCED 7, Share of female students in tertiary education enrolled in ISCED 8, Share of male students in secondary education enrolled in vocational programmes, Share of male students in tertiary education enrolled in ISCED 7, Share of male students in tertiary education enrolled in ISCED 8, Survival rate to Grade 4 of primary education, Survival rate to Grade 5 of primary education, Survival rate to the last grade of lower secondary general education, Survival rate to the last grade of primary education, Teachers in lower secondary education, Teachers in primary education, Teachers in secondary general education, Teachers in secondary vocational education, Teachers in tertiary education programmes, Teachers in upper secondary education, Tertiary education, Theoretical duration of lower secondary education, Theoretical duration of post-secondary non-tertiary education, Theoretical duration of pre-primary education, Theoretical duration of upper secondary education, Total inbound internationally mobile students, Total net enrolment rate, Total outbound internationally mobile tertiary students studying abroad, Trained teachers in lower secondary education, Trained teachers in primary education, Unemployment, Youth illiterate population