Metadata
Indicator name andcode Literacy rates of 15-24 years old (MDG2.3.1)
Definition Literacy rate of 15–24 year-olds, or the youth literacy rate, is the percentage of the population aged 15–24 years who can both read and write with understanding a short simple statement on everyday life.  
Keywords N/A
Sub classifications
  1. Female (%)
  2. Male (%)
  3. Total (%)
 
Measurement/Methodology Literacy rates are computed by dividing the number of people aged 15–24 years who are literate by the total population in the same age group, the result is then multiplied by 100
Data availability and process of obtaining data The UIS collects global literacy data on an annual basis and updates its statistics twice a year, in April and September. These data are based on observed data reported by countries and territories. Countries and territories are asked to respond to a questionnaire that collects information and data on literacy. The survey package typically consists of the literacy questionnaire and supporting documentation. The primary respondent is the National or Territorial Statistical Office (or equivalent agency) within each respective country and territory. Data collected: these consist of the counts of the literacy status (total, literate, illiterate and not specified) for the population 10 years of age and older by geography (national, urban, and rural), age group (five-year age groups and age unknown) and sex (total, male and female). The questionnaire also includes a set of metadata questions that are asked in order for the UIS and data users to better understand and interpret the literacy data provided as well as forming part of the basis for the selection criteria. In order for the UIS to evaluate the quality and format of the data for inclusion in the UIS database, it is necessary for countries to provide metadata information corresponding to the data set. In addition, much of this information is made available to data users in order to facilitate its interpretation and use. Population and housing censuses are the primary source of basic literacy data. These data are usually collected together with other household characteristics concerning an individual’s educational, demographic and socio-economic status. These literacy data are generally based on self-declaration (i.e. one person, usually the head of the household, indicates whether each member of the household is literate or not). The literacy definition may vary from one country to another. National sample surveys are a second source of literacy data and involve the use of a literacy variable in a househol
Comments and limitations The Youth Literacy Rate reflects the outcomes of primary education over the previous 10 years or so. As a measure of the effectiveness of the primary education system, it is often seen as a proxy measure of social progress and economic achievement. The literacy rate for this analysis is simply the complement of the illiteracy rate. It is not a measure of the quality and adequacy of the literacy level needed for individuals to function in a society. Reasons for failing to achieve the literacy standard may include low quality of schooling, difficulties in attending school or dropping out before reaching grade 5. Literacy is measured crudely in population censuses, either through self or household declaration or by assuming that people with no schooling are illiterate. This causes difficulty for international comparisons. Comparability over time, even for the same survey, may also be a problem because definitions of literacy used in the surveys are not standardized. These data must be used and interpreted in conjunction with the Table of Literacy Metadata Information. The latest revision of Principles and Recommendations for the Population and Housing Censuses advises countries against adopting a proxy measurement based on educational attainment. It recommends that literacy questions be administered as part of national census and household surveys, or as part of post-census sample enumeration. Shortcomings in the definitions of literacy, measurement problems and infrequency of censuses and household surveys weaken this indicator as a means of the annual monitoring of education outcomes related to the goal of achieving universal primary education.
Possible sources
Aggregation method
Periodicity Annual
Coverage  data points,   countries
Used data source(s)  
Core indicator?

N/A - Information not available


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