Latin America & the Caribbean (IDA & IBRD countries) | Literacy rate, youth female (% of females 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
Latin America & the Caribbean (IDA & IBRD countries)
Records
63
Source
Latin America & the Caribbean (IDA & IBRD countries) | Literacy rate, youth female (% of females ages 15-24)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
1971
1972
1973
86.36437225 1974
86.3891983 1975
86.8112793 1976
87.27802277 1977
87.77964783 1978
88.16208649 1979
88.42550659 1980
88.8014679 1981
89.15129852 1982
89.50668335 1983
89.85514832 1984
90.2036972 1985
90.51367188 1986
90.6984787 1987
91.09465027 1988
91.57415009 1989
91.99629974 1990
92.51371765 1991
93.02169037 1992
93.48655701 1993
93.94548035 1994
94.39208221 1995
94.712677 1996
94.78089142 1997
95.01396942 1998
95.26531982 1999
95.49803162 2000
95.6361618 2001
95.97496796 2002
96.63863373 2003
96.81804657 2004
96.99823761 2005
96.95539093 2006
97.24710846 2007
97.36945343 2008
97.62545776 2009
97.60919952 2010
97.99504852 2011
98.13046265 2012
98.09146118 2013
98.39102173 2014
98.48342896 2015
98.61492157 2016
98.57848358 2017
98.6481781 2018
98.68283081 2019
98.67887878 2020
98.7382431 2021
98.7844162 2022
Latin America & the Caribbean (IDA & IBRD countries) | Literacy rate, youth female (% of females 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
Latin America & the Caribbean (IDA & IBRD countries)
Records
63
Source