East Asia & Pacific (excluding high income) | Literacy rate, youth male (% of males ages 15-24)
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. 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. 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.
Publisher
The World Bank
Origin
East Asia & Pacific (excluding high income)
Records
63
Source
East Asia & Pacific (excluding high income) | Literacy rate, youth male (% of males ages 15-24)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
1971
1972
1973
1974
1975
1976 91.92581177
1977 91.97823334
1978 92.58090973
1979 93.15905762
1980 93.64128113
1981 94.03504944
1982 94.32752991
1983 94.60930634
1984 94.88458252
1985 95.11306763
1986 95.29235077
1987 96.13729095
1988 96.57717133
1989 96.57028198
1990 96.56693268
1991 96.58071136
1992 96.59777069
1993 96.60408783
1994 96.70166016
1995 96.81475067
1996 96.9092865
1997 98.24321747
1998 98.2857666
1999 98.27188873
2000 98.2999115
2001 98.30712891
2002 98.34256744
2003 98.39227295
2004 98.45140839
2005 98.497612
2006 98.30857849
2007 98.63980865
2008 98.95400238
2009 98.89163208
2010 98.86280823
2011 98.45729828
2012 98.4908371
2013 98.49826813
2014 98.67395782
2015 98.76441193
2016 98.77657318
2017 98.79199219
2018 98.70012665
2019 99.02732849
2020 99.05738831
2021 99.07685089
2022 99.09371948
East Asia & Pacific (excluding high income) | Literacy rate, youth male (% of males ages 15-24)
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. 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. 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.
Publisher
The World Bank
Origin
East Asia & Pacific (excluding high income)
Records
63
Source