Lower middle income - Literacy rate, adult male (% of males ages 15 and above)

Literacy rate, adult male (% of males ages 15 and above) in Lower middle income was 82.85 as of 2020. Its highest value over the past 45 years was 82.85 in 2020, while its lowest value was 58.72 in 1975.

Definition: 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.

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

See also:

Year Value
1975 58.72
1976 58.77
1977 59.20
1978 59.62
1979 60.00
1980 60.37
1981 60.34
1982 61.13
1983 61.45
1984 61.88
1985 62.31
1986 62.74
1987 63.39
1988 64.46
1989 65.01
1990 65.51
1991 65.67
1992 66.84
1993 67.66
1994 68.26
1995 68.81
1996 69.39
1997 69.92
1998 73.48
1999 73.96
2000 74.08
2001 74.37
2002 75.02
2003 75.96
2004 76.56
2005 76.49
2006 76.77
2007 76.42
2008 77.59
2009 78.17
2010 78.50
2011 78.49
2012 79.28
2013 79.66
2014 80.15
2015 80.80
2016 81.32
2017 81.75
2018 82.11
2019 82.48
2020 82.85

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