East Asia & Pacific (IDA & IBRD countries) | Literacy rate, adult male (% of males ages 15 and above)
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. 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 (IDA & IBRD countries)
Records
63
Source
East Asia & Pacific (IDA & IBRD countries) | Literacy rate, adult male (% of males ages 15 and above)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
1971
1972
1973
1974
1975
1976 77.02411652
1977 77.13790894
1978 78.01476288
1979 78.98103333
1980 79.37709808
1981 80.63321686
1982 80.76499939
1983 82.07427979
1984 82.81407928
1985 83.51039886
1986 84.18605042
1987 85.18515778
1988 87.95375824
1989 88.38137817
1990 87.7261734
1991 89.11212158
1992 89.44416046
1993 89.70597839
1994 90.07404327
1995 90.43657684
1996 90.75640869
1997 93.93002319
1998 94.14962769
1999 94.31990051
2000 94.45950317
2001 94.76560974
2002 94.96453094
2003 95.13648224
2004 95.31295013
2005 95.51351166
2006 95.73699951
2007 96.42559814
2008 96.56493378
2009 96.70516968
2010 96.72541809
2011 96.490242
2012 96.61608887
2013 96.67903137
2014 96.92340088
2015 97.10521698
2016 97.19415283
2017 97.29734802
2018 97.26772308
2019 97.60146332
2020 97.70355988
2021 97.73422241
2022
East Asia & Pacific (IDA & IBRD countries) | Literacy rate, adult male (% of males ages 15 and above)
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. 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 (IDA & IBRD countries)
Records
63
Source