Middle East & North Africa (IDA & IBRD countries) | 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
Middle East & North Africa (IDA & IBRD countries)
Records
63
Source
Middle East & North Africa (IDA & IBRD countries) | Literacy rate, youth male (% of males ages 15-24)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
68.86852264 1971
69.35707092 1972
69.84725952 1973
70.35497284 1974
70.9899826 1975
71.72039795 1976
72.33457184 1977
72.98317719 1978
73.51422882 1979
74.19509125 1980
74.88897705 1981
75.61959076 1982
76.7986908 1983
77.79235077 1984
78.80026245 1985
79.84658051 1986
80.64028168 1987
81.40724182 1988
82.10592651 1989
83.7911911 1990
85.13237 1991
85.84944153 1992
85.99452209 1993
86.48700714 1994
87.18496704 1995
87.75279236 1996
88.18945313 1997
88.52839661 1998
88.92018127 1999
89.30008698 2000
89.84101868 2001
90.42429352 2002
92.29077911 2003
92.53134155 2004
92.66313934 2005
91.95793152 2006
92.43934631 2007
93.0892868 2008
90.74877167 2009
90.88922119 2010
90.91317749 2011
94.67160034 2012
91.85386658 2013
95.56687927 2014
91.9337616 2015
94.36792755 2016
94.80016327 2017
90.76157379 2018
90.98915863 2019
91.2197876 2020
91.43890381 2021
91.60619354 2022
Middle East & North Africa (IDA & IBRD countries) | 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
Middle East & North Africa (IDA & IBRD countries)
Records
63
Source