sourceNote: Average score of Grade 6 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Mean performance on the reading scale for 6th grade students who attended pre-primary education

Longdefinition: Average score of Grade 6 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

Source: Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/

Topic: Learning Outcomes

value: Education Statistics

name: Europe & Central Asia (excluding high income)


Shortdefinition: Average score of Grade 6 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Mean performance on the reading scale for 6th grade students who attended pre-primary education

sourceOrganization: Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/

name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (IDA & IBRD countries)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PASEC: Average performance gap between 6th grade students who attended/did not attend pre-primary education. Reading

Longdefinition: Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Average performance gap between 6th grade students who attended/did not attend pre-primary education. Reading


sourceNote: Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Average performance gap between 6th grade students in private and public education. Reading

Longdefinition: Average difference between pupil scores in private and public educational institutions controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average difference between pupil scores in private and public educational institutions controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Average performance gap between 6th grade students in private and public education. Reading


sourceNote: Average difference between pupil scores in private and public educational institutions controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PASEC: Average performance gap between 6th grade students in rural and urban areas. Reading

Longdefinition: Average difference between pupil scores in rural and urban areas controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


Shortdefinition: Average difference between pupil scores in rural and urban areas controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/

name: PASEC: Average performance gap between 6th grade students in rural and urban areas. Reading


sourceNote: Average difference between pupil scores in rural and urban areas controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/


IndicatorName: PIAAC: Mean Adult Literacy Proficiency. Total

Longdefinition: Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population for the survey was the non institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

Source: OECD Programme for the International Assessment of Adult Competencies (PIAAC)


Shortdefinition: Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population for the survey was the non institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Mean Adult Literacy Proficiency. Total

sourceOrganization: OECD Programme for the International Assessment of Adult Competencies (PIAAC)


sourceNote: Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population for the survey was the non institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: Europe & Central Asia (excluding high income)


IndicatorName: PIAAC: Adults by literacy proficiency level (%). Level 1

Longdefinition: Percentage of adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Adults by literacy proficiency level (%). Level 1


sourceNote: Percentage of adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: PIAAC: Adults by literacy proficiency level (%). Level 2

Longdefinition: Percentage of adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Adults by literacy proficiency level (%). Level 2


sourceNote: Percentage of adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PIAAC: Adults by literacy proficiency level (%). Level 3

Longdefinition: Percentage of adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Adults by literacy proficiency level (%). Level 3


sourceNote: Percentage of adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: PIAAC: Adults by literacy proficiency level (%). Level 4

Longdefinition: Percentage of adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Adults by literacy proficiency level (%). Level 4


sourceNote: Percentage of adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


IndicatorName: PIAAC: Adults by literacy proficiency level (%). Level 5

Longdefinition: Percentage of adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Adults by literacy proficiency level (%). Level 5


sourceNote: Percentage of adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: Europe & Central Asia (excluding high income)


IndicatorName: PIAAC: Adults by literacy proficiency level (%). Below Level 1

Longdefinition: Percentage of adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Adults by literacy proficiency level (%). Below Level 1


sourceNote: Percentage of adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: PIAAC: Mean Adult Literacy Proficiency. Female


name: PIAAC: Mean Adult Literacy Proficiency. Female


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PIAAC: Female adults by literacy proficiency level (%). Level 1

Longdefinition: Percentage of female adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of female adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Female adults by literacy proficiency level (%). Level 1


sourceNote: Percentage of female adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: PIAAC: Female adults by literacy proficiency level (%). Level 2

Longdefinition: Percentage of female adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of female adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Female adults by literacy proficiency level (%). Level 2


sourceNote: Percentage of female adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


IndicatorName: PIAAC: Female adults by literacy proficiency level (%). Level 3

Longdefinition: Percentage of female adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of female adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Female adults by literacy proficiency level (%). Level 3


sourceNote: Percentage of female adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: Europe & Central Asia (excluding high income)


IndicatorName: PIAAC: Female adults by literacy proficiency level (%). Level 4

Longdefinition: Percentage of female adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of female adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Female adults by literacy proficiency level (%). Level 4


sourceNote: Percentage of female adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: PIAAC: Female adults by literacy proficiency level (%). Level 4 & 5

Longdefinition: Percentage of female adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. Tasks at level 5 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of female adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. Tasks at level 5 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Female adults by literacy proficiency level (%). Level 4 & 5


sourceNote: Percentage of female adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. Tasks at level 5 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PIAAC: Female adults by literacy proficiency level (%). Level 5

Longdefinition: Percentage of female adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of female adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Female adults by literacy proficiency level (%). Level 5


sourceNote: Percentage of female adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


IndicatorName: PIAAC: Female adults by literacy proficiency level (%). Below Level 1

Longdefinition: Percentage of female adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of female adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Female adults by literacy proficiency level (%). Below Level 1


sourceNote: Percentage of female adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: PIAAC: Mean Adult Literacy Proficiency. Male


name: PIAAC: Mean Adult Literacy Proficiency. Male


name: Europe & Central Asia (excluding high income)


IndicatorName: PIAAC: Male adults by literacy proficiency level (%). Level 1

Longdefinition: Percentage of male adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of male adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Male adults by literacy proficiency level (%). Level 1


sourceNote: Percentage of male adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: Fragile and conflict affected situations


name: Middle East & North Africa (excluding high income)


name: Europe & Central Asia (IDA & IBRD countries)


name: Latin America & the Caribbean (IDA & IBRD countries)


IndicatorName: PIAAC: Male adults by literacy proficiency level (%). Level 2

Longdefinition: Percentage of male adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of male adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Male adults by literacy proficiency level (%). Level 2


sourceNote: Percentage of male adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: Latin America & Caribbean (excluding high income)


name: Least developed countries: UN classification


name: Middle East & North Africa (IDA & IBRD countries)


name: Sub-Saharan Africa (excluding high income)


name: East Asia & Pacific (excluding high income)


name: Sub-Saharan Africa (IDA & IBRD countries)


IndicatorName: PIAAC: Male adults by literacy proficiency level (%). Level 3

Longdefinition: Percentage of male adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of male adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Male adults by literacy proficiency level (%). Level 3


sourceNote: Percentage of male adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


IndicatorName: PIAAC: Male adults by literacy proficiency level (%). Level 4

Longdefinition: Percentage of male adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of male adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Male adults by literacy proficiency level (%). Level 4


sourceNote: Percentage of male adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


name: East Asia & Pacific (IDA & IBRD countries)


IndicatorName: PIAAC: Male adults by literacy proficiency level (%). Level 4 & 5

Longdefinition: Percentage of male adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. Tasks at level 5 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/


Shortdefinition: Percentage of male adults scoring at least 326 on the 0 to 500 point scale. Tasks at level 4 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. Tasks at level 5 often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/

name: PIAAC: Male adults by literacy proficiency level (%). Level 4 & 5