IDA blend - Literacy rate, adult female (% of females ages 15 and above)

Literacy rate, adult female (% of females ages 15 and above) in IDA blend was 58.77 as of 2020. Its highest value over the past 39 years was 58.77 in 2020, while its lowest value was 37.25 in 1981.

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
1981 37.25
1982 37.77
1983 38.08
1984 38.42
1985 38.77
1986 39.15
1987 39.93
1988 40.74
1989 41.37
1990 42.22
1991 43.89
1992 44.14
1993 44.99
1994 45.91
1995 46.81
1996 47.88
1997 48.92
1998 50.11
1999 50.97
2000 47.39
2001 48.32
2002 49.19
2003 49.24
2004 50.29
2005 50.04
2006 57.91
2007 49.91
2008 50.83
2009 51.89
2010 52.55
2011 53.30
2012 54.31
2013 54.28
2014 55.58
2015 55.93
2016 56.83
2017 57.86
2018 57.64
2019 58.20
2020 58.77

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