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Measurement today
Common methods and data sources
Let's start by taking a look at recent estimates of literacy. Specifically, the estimates of literacy rates compiled by UNESCO from different sources.
In the chart below we present a breakdown of these estimates, showing the main methodologies that countries use to measure literacy, and how these have changed over time. (To explore changes across time use the slider underneath the map.)
The breakdown covers four categories: self-reported literacy declared directly by individuals, self-reported literacy declared by the head of the household, tested literacy from proficiency examinations, and indirect estimation or extrapolation.
In most cases, the categories covering 'self-reports' (green and orange) correspond to estimates of literacy that rely on answers provided to a simple yes/no question asking people if they can read and write.
The category 'indirect estimation' (black) corresponds mainly to estimates that rely on indirect evidence from educational attainment, usually based on the highest degree of completed education.
In this table you find details regarding all literacy definitions and sources, country by country, and how we categorised them for the purpose of this chart.
This chart is telling us that:
There is substantial cross-country variation, with recent estimates covering all four measurement methods.
There is variation within countries across time (e.g. Mexico switches between self-reports and extrapolation).
The number of countries that base their estimates on self-reports and testing is increasing.