Lower middle income - Literacy rate, youth male (% of males ages 15-24)

Literacy rate, youth male (% of males ages 15-24) in Lower middle income was 91.31 as of 2020. Its highest value over the past 45 years was 91.31 in 2020, while its lowest value was 69.47 in 1975.

Definition: 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.

Source: UNESCO Institute for Statistics (http://uis.unesco.org/)

See also:

Year Value
1975 69.47
1976 69.49
1977 69.76
1978 69.96
1979 70.08
1980 70.13
1981 70.12
1982 70.23
1983 70.35
1984 70.48
1985 70.67
1986 70.85
1987 71.29
1988 73.36
1989 74.04
1990 74.65
1991 75.28
1992 76.32
1993 77.28
1994 77.92
1995 78.43
1996 79.04
1997 79.55
1998 82.29
1999 82.86
2000 83.03
2001 83.37
2002 83.72
2003 84.63
2004 84.97
2005 85.93
2006 86.78
2007 85.36
2008 87.23
2009 87.52
2010 87.46
2011 87.50
2012 88.29
2013 88.92
2014 89.33
2015 89.77
2016 90.11
2017 90.46
2018 90.74
2019 91.07
2020 91.31

Development Relevance: Literacy rate is an outcome indicator to evaluate educational attainment. This data can predict the quality of future labor force and can be used in ensuring policies for life skills for men and women. It can be also used as a proxy instrument to see the effectiveness of education system; a high literacy rate suggests the capacity of an education system to provide a large population with opportunities to acquire literacy skills. The accumulated achievement of education is fundamental for further intellectual growth and social and economic development, although it doesn't necessarily ensure the quality of education. Literate women implies that they can seek and use information for the betterment of the health, nutrition and education of their household members. Literate women are also empowered to play a meaningful role.

Limitations and Exceptions: In practice, literacy is difficult to measure. Estimating literacy rates requires census or survey measurements under controlled conditions. Many countries report the number of literate people from self-reported data. Some use educational attainment data as a proxy but apply different lengths of school attendance or levels of completion. Ant there is a trend among recent national and international surveys toward using a direct reading test of literacy skills. Because definitions and methods of data collection differ across countries, data should be used cautiously.

Other Notes: Data retrieved via API in March 2019. For detailed information on the observation level (e.g. National Estimation, UIS Estimation, or Category not applicable), please visit UIS.Stat (http://data.uis.unesco.org/).

Statistical Concept and Methodology: Literacy statistics for most countries cover the population ages 15 and older, but some include younger ages or are confined to age ranges that tend to inflate literacy rates. The youth literacy rate for ages 15-24 reflects recent progress in education. It measures the accumulated outcomes of primary education over the previous 10 years or so by indicating the proportion of the population who have passed through the primary education system and acquired basic literacy and numeracy skills. Generally, literacy also encompasses numeracy, the ability to make simple arithmetic calculations. Data on literacy are compiled by the UNESCO Institute for Statistics based on national censuses and household surveys and, for countries without recent literacy data, using the Global Age-Specific Literacy Projection Model (GALP). For detailed information, see www.uis.unesco.org.

Aggregation method: Weighted average

Periodicity: Annual

Classification

Topic: Education Indicators

Sub-Topic: Outcomes