Latin America & the Caribbean (IDA & IBRD countries) | Literacy rate, adult female (% of females 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
Latin America & the Caribbean (IDA & IBRD countries)
Records
63
Source
Latin America & the Caribbean (IDA & IBRD countries) | Literacy rate, adult female (% of females ages 15 and above)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
1971
1972
1973
1974 75.14836121
1975 75.17131042
1976 75.63793945
1977 76.17048645
1978 76.75360107
1979 77.29210663
1980 77.75863647
1981 78.31593323
1982 78.83763885
1983 79.34909821
1984 79.849823
1985 80.33712769
1986 80.81757355
1987 81.10630798
1988 81.73412323
1989 82.31102753
1990 82.76319122
1991 83.41929626
1992 84.06729889
1993 84.72177124
1994 85.32671356
1995 85.94888306
1996 86.33525085
1997 86.67642975
1998 87.09266663
1999 87.46782684
2000 87.77494049
2001 87.97151947
2002 88.1692276
2003 89.04637146
2004 88.98071289
2005 89.53592682
2006 89.35925293
2007 90.13282776
2008 90.40055847
2009 90.67565918
2010 90.82804871
2011 91.38594055
2012 91.73442078
2013 91.81387329
2014 92.30460358
2015 92.43447876
2016 92.93382263
2017 93.02905273
2018 93.20393372
2019 93.69064331
2020 93.70961761
2021 94.02365112
2022 94.17665863
Latin America & the Caribbean (IDA & IBRD countries) | Literacy rate, adult female (% of females 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
Latin America & the Caribbean (IDA & IBRD countries)
Records
63
Source