Heavily indebted poor countries (HIPC) - Literacy rate, youth male (% of males ages 15-24)

Literacy rate, youth male (% of males ages 15-24) in Heavily indebted poor countries (HIPC) was 77.43 as of 2020. Its highest value over the past 34 years was 77.43 in 2020, while its lowest value was 64.25 in 1996.

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
1986 65.14
1987 65.56
1988 65.49
1989 65.75
1990 65.80
1991 65.32
1992 64.87
1993 64.77
1994 64.64
1995 64.29
1996 64.25
1997 64.39
1998 64.34
1999 65.13
2000 65.56
2001 65.48
2002 68.83
2003 69.22
2004 70.70
2005 69.71
2006 68.75
2007 69.90
2008 70.06
2009 70.51
2010 71.12
2011 72.66
2012 74.18
2013 74.94
2014 75.57
2015 75.96
2016 76.13
2017 76.69
2018 76.80
2019 77.10
2020 77.43

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