The number of persons aged 15 to 24 years that cannot read and write. Illiteracy is typically measured according to the inability to comprehend a short simple statement on everyday life. Generally, literacy also encompasses numeracy, and measurement may incorporate a simple assessment of arithmetic ability. Illiteracy should be distinguished from the failure to meet minimum proficiency levels of functional literacy. The latter is a more comprehensive measure assessed on a continium in which multiple proficiency levels can be determined.
Population census, household surveys, fertility and labour force surveys.
UNESCO Institute for Statistics
Use data on the number of illiterates or multiply the 15 to 24 aged population by one minus the literacy rate.
Number of illiterates or the respective population and literacy rate.
The higher the illiterate population of the country, the greater the need to expand primary education and adult literacy programmes. When disaggregated by geographical locations, it can pinpoint the areas needing most literacy efforts, and policies may be set to target such efforts at priority population groups of a particular gender and age group(s).
Some countries apply definitions and criteria for literacy measurment which are different from the international standards or equate persons with no schooling to illiterates, or change definitions between censuses. Some assessments of literacy may also rely on self-reporting, possibly reducing accuracy. In countries where nearly all indiviudals have completed basic edcuation, the literacy rate provides limited information on the variance of literacy skills in the population.
To identify the size and characteristics of the illiterate population, informing policies expanding education and literacy programmes.
To increase comparability, measures of adult literacy should align with the standard international definition. If possible, an assessment of functional literacy is preferred for comprehensiveness and relevancy.
By sex and by urban/rural location.