Middle East & North Africa (excluding high income) | 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
Middle East & North Africa (excluding high income)
Records
63
Source
Middle East & North Africa (excluding high income) | Literacy rate, adult male (% of males ages 15 and above)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
1971
54.15269852 1972
54.63003159 1973
55.11156845 1974
55.63343048 1975
55.82452011 1976
56.72502899 1977
57.38323975 1978
58.02249908 1979
58.77973175 1980
59.50960159 1981
60.17034149 1982
60.67652893 1983
61.46826172 1984
62.52156067 1985
63.13555145 1986
64.16967773 1987
65.18238831 1988
66.02751923 1989
68.32472992 1990
69.31712341 1991
70.40740204 1992
71.60440063 1993
72.10411835 1994
73.43213654 1995
74.05657196 1996
75.1416626 1997
76.04659271 1998
76.86058044 1999
77.5609436 2000
78.56954956 2001
78.72221375 2002
82.78192902 2003
83.11839294 2004
82.01467133 2005
81.07984161 2006
81.92475128 2007
82.11170959 2008
81.75415039 2009
82.15480042 2010
82.35906219 2011
85.20410156 2012
82.99893188 2013
85.78878784 2014
84.0652771 2015
84.86773682 2016
85.41828918 2017
82.66676331 2018
82.93370056 2019
83.19132996 2020
83.45702362 2021
83.74099731 2022
Middle East & North Africa (excluding high income) | 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
Middle East & North Africa (excluding high income)
Records
63
Source