各國識字率列表
外观
![]() | 此條目需要更新。 (2021年8月14日) |
![](http://upload.wikimedia.org/wikipedia/commons/thumb/a/ae/World_map_of_countries_by_literacy_rate.svg/300px-World_map_of_countries_by_literacy_rate.svg.png)
本世界各国識字率列表的資料大多來自於聯合國教科文組織統計研究所(UIS)替聯合國教科文組織(UNESCO)進行的調查,收集15歲以上能夠讀寫的人口比率,若資料來自其他來源會提供註解。這些資料收集自十年內最常被使用的調查資料,由有關人員自行發表[1],UIS基於以上資料利用全球特定年齡識字率預測模型(Global Age-specific Literacy Projections Model (GALP))對2015年的識字率進行估計。
世界15歲(含)的以上人群識字率為86.3%,男性為90.0%,女性為82.7%。已開發國家的識字率為99.2%(2013)。大洋洲的識字率為71.3%、西亞和南亞為70.2%(2015)、撒哈拉沙漠以南非洲為64.0%(2015)。[2]世界上7.81億的成人文盲有超過75%集中在南亞、西亞和撒哈拉沙漠以南非洲。全球成年文盲中,女性占幾乎三分之二。[3]
列表
[编辑]國家 | UNESCO提供[2] | 非UNESCO提供 | |||
---|---|---|---|---|---|
總識字率 | 男性識字率 | 女性識字率 | 兩性識字率差異 | ||
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86.3% | 90.0% | 82.7% | 7.3% | |
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38.2% | 52.0% | 24.2% | 27.8% | |
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97.6% | 98.4% | 96.9% | 1.5% | |
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80.2% | 87.2% | 73.1% | 14.0% | |
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UNESCO未提供2015年的資料 | ||||
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71.1% | 82.0% | 60.7% | 21.3% | |
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UNESCO未提供2015年的資料 | 99.0%(2013)[2][註 1] | |||
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98.1% | 98.0% | 98.1% | -0.1% | |
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99.8% | 99.8% | 99.7% | 0.1% | |
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UNESCO未提供2015年的資料 | ||||
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UNESCO未提供2015年的資料 | ||||
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99.8% | 99.9% | 99.7% | 0.1% | |
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UNESCO未提供2015年的資料 | ||||
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95.7% | 96.9% | 93.5% | 3.5% | |
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61.5% | 64.6% | 58.5% | 6.1% | 71% (2014)[4][註 2] |
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UNESCO未提供2015年的資料 | ||||
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99.7% | 99.8% | 99.7% | 0.1% | |
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UNESCO未提供2015年的資料 | ||||
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82.7% | 82.3% | 83.0% | -0.7% | |
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38.4% | 49.9% | 27.3% | 22.6% | |
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64.9% | 73.1% | 55.0% | 18.1% | |
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95.7% | 97.8% | 93.6% | 4.2% | |
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98.5% | 99.5% | 97.5% | 2.1% | |
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88.5% | 88.0% | 88.9% | -0.9% | |
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92.6% | 92.2% | 92.9% | -0.7% | |
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96.4% | 97.7% | 95.1% | 2.6% | |
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98.4% | 98.7% | 98.1% | 0.7% | |
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36% | 43.0% | 29.3% | 13.7% | |
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85.6% | 88.2% | 83.1% | 5.1% | |
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87.6% | 92.1% | 83.1% | 9.0% | |
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77.2% | 84.5% | 70.5% | 13.9% | |
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75% | 81.2% | 68.9% | 12.3% | |
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UNESCO未提供2015年的資料 | ||||
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36.8% | 50.7% | 24.4% | 26.4% | |
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40.2% | 48.5% | 31.9% | 16.6% | |
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97.3% | 97.4% | 97.2% | 0.2% | |
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96.4% | 98.2% | 94.5% | 3.7% | |
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94.7% | 94.6% | 94.8% | -0.2% | |
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77.8% | 81.8% | 73.7% | 8.1% | |
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79.3% | 86.4% | 72.9% | 13.6% | |
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77.3% | 88.9% | 66.0% | 22.8% | |
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97.8% | 97.7% | 97.8% | -0.1% | |
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43.1% | 53.1% | 32.5% | 20.6% | |
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99.3% | 99.7% | 98.9% | 0.7% | |
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99.7% | 99.7% | 99.8% | -0.1% | |
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99.1% | 99.5% | 98.7% | 0.8% | |
![]() |
UNESCO未提供2015年的資料 | ||||
![]() |
UNESCO未提供2015年的資料 | ||||
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UNESCO未提供2015年的資料 | ||||
![]() |
UNESCO未提供2015年的資料 | ||||
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91.8% | 91.2% | 92.3% | -1.1% | |
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94.5% | 95.4% | 93.5% | 1.8% | |
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75.2% | 83.2% | 67.3% | 16.0% | |
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88.4% | 90.7% | 86.4% | 4.3% | |
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95.3% | 97.4% | 93.0% | 4.4% | |
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73.8% | 82.4% | 65.5% | 16.9% | |
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99.8% | 99.8% | 99.8% | 0.0% | |
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49.1% | 57.2% | 41.1% | 16.1% | |
![]() |
UNESCO未提供2015年的資料 | ||||
![]() |
UNESCO未提供2015年的資料 | ||||
![]() |
UNESCO未提供2015年的資料 | ||||
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83.2% | 85.3% | 81.0% | 4.3% | |
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55.5% | 63.9% | 47.6% | 16.3% | |
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99.8% | 99.8% | 99.7% | 0.1% | |
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有一說有六百二十萬文盲[5],UNESCO未提供2015年的資料 | ||||
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76.6% | 82.0% | 71.4% | 10.7% | |
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97.7% | 98.5% | 96.9% | 1.6% | |
![]() |
UNESCO未提供2015年的資料 | ||||
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79.3% | 84.7% | 74.4% | 10.4% | |
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30.4% | 38.1% | 22.8% | 15.3% | |
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59.9% | 71.8% | 48.3% | 23.5% | |
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88.5% | 87.2% | 89.8% | -2.6% | |
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60.7% | 64.3% | 57.3% | 7.0% | |
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88.5% | 88.4% | 88.6% | -0.1% | |
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99.1% | 99.1% | 99.0% | 0.2% | |
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UNESCO未提供2015年的資料 | ||||
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72.1% | 80.9% | 62.8% | 18.1% | |
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93.9% | 96.3% | 91.5% | 4.7% | |
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86.8% | 91.2% | 82.5% | 8.7% | |
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79.7% | 85.7% | 73.7% | 11.9% | |
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UNESCO未提供2015年的資料 | ||||
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UNESCO未提供2015年的資料 | 97.8% (2011)[3][註 3] | |||
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99.2% | 99.4% | 99.0% | 0.4% | |
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88.7% | 84.0% | 93.1% | -9.1% | |
![]() |
UNESCO未提供2015年的資料 | ||||
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96.7% | 98.1% | 95.2% | 3.0% | |
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99.8% | 99.8% | 99.8% | 0.0% | |
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78% | 81.1% | 74.9% | 6.2% | |
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UNESCO未提供2015年的資料 | ||||
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100% | 100.0% | 100.0% | 0.0% | |
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UNESCO未提供2015年的資料 | ||||
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96.2% | 96.9% | 95.0% | 1.9% | |
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99.5% | 99.6% | 99.4% | 0.2% | |
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79.9% | 87.1% | 72.8% | 14.3% | |
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99.9% | 99.9% | 99.9% | 0.0% | |
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93.9% | 96.0% | 91.8% | 4.1% | |
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79.4% | 70.1% | 88.3% | -18.2% | |
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47.6% | 62.4% | 32.8% | 29.6% | |
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91% | 96.7% | 85.6% | 11.1% | |
![]() |
UNESCO未提供2015年的資料 | ||||
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99.8% | 99.8% | 99.8% | 0.0% | |
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UNESCO未提供2015年的資料 | ||||
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97.8% | 98.8% | 96.8% | 2.0% | |
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64.7% | 66.7% | 62.6% | 4.1% | |
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65.8% | 73.0% | 58.6% | 14.4% | |
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94.6% | 96.2% | 93.2% | 3.0% | |
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99.3% | 99.8% | 98.8% | 0.9% | |
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38.7% | 48.2% | 29.2% | 19.0% | |
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94.1% | 92.5% | 95.7% | -3.2% | |
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UNESCO未提供2015年的資料 | ||||
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52.1% | 62.6% | 41.6% | 21.0% | |
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90.6% | 92.9% | 88.5% | 4.4% | |
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94.4% | 95.6% | 93.3% | 2.2% | |
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UNESCO未提供2015年的資料 | ||||
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99.4% | 99.7% | 99.1% | 0.7% | |
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UNESCO未提供2015年的資料 | ||||
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98.4% | 98.2% | 98.6% | -0.4% | |
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98.7% | 99.5% | 98.0% | 1.4% | |
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72.4% | 82.7% | 62.5% | 20.2% | |
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58.8% | 73.3% | 45.4% | 27.9% | |
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93.1% | 95.2% | 91.2% | 4.0% | |
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81.9% | 79.2% | 84.5% | -5.3% | |
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UNESCO未提供2015年的資料 | ||||
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64.7% | 75.6% | 55.1% | 20.5% | |
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UNESCO未提供2015年的資料 | ||||
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UNESCO未提供2015年的資料 | ||||
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82.8% | 82.4% | 83.2% | -0.9% | |
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19.1% | 27.3% | 11.0% | 16.3% | |
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59.6% | 69.2% | 49.7% | 19.5% | |
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UNESCO未提供2015年的資料 | ||||
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94.8% | 96.9% | 90.0% | 6.9% | |
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58.7% | 71.5% | 45.3% | 26.2% | |
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99.5% | 99.5% | 99.6% | -0.1% | |
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95% | 95.7% | 94.4% | 1.2% | |
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64.2% | 65.6% | 62.8% | 2.8% | |
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95.6% | 96.1% | 95.0% | 1.1% | |
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94.5% | 97.3% | 91.7% | 5.6% | |
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96.3% | 95.8% | 96.8% | -1.0% | |
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99.8% | 99.9% | 99.7% | 0.2% | |
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95.7% | 97.1% | 94.4% | 2.7% | |
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97.8% | 97.9% | 97.3% | 0.6% | |
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98.8% | 99.1% | 98.5% | 0.6% | |
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99.7% | 99.7% | 99.7% | 0.0% | |
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70.5% | 73.2% | 68.0% | 5.2% | |
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UNESCO未提供2015年的資料 | ||||
![]() |
UNESCO未提供2015年的資料 | ||||
![]() |
UNESCO未提供2015年的資料 | ||||
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99% | 98.9% | 99.1% | -0.2% | |
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UNESCO未提供2015年的資料 | ||||
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74.9% | 81.8% | 68.4% | 13.4% | |
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94.7% | 97.0% | 91.1% | 5.9% | |
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55.7% | 68.5% | 43.8% | 24.6% | |
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98.1% | 99.1% | 97.2% | 1.9% | |
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95.2% | 94.7% | 95.7% | -1.0% | |
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48.1% | 58.7% | 37.7% | 21.1% | |
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96.8% | 98.7% | 95.1% | 3.6% | |
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99.6% | 99.6% | 99.6% | 0.0% | |
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99.7% | 99.7% | 99.7% | 0.0% | |
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UNESCO未提供2015年的資料 | 84.1% (2015)[3][註 4] | |||
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UNESCO未提供2015年的資料 | ||||
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94.3% | 95.5% | 93.1% | 2.4% | |
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31.9% | 38.6% | 25.3% | 13.3% | |
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98.1% | 98.7% | 97.5% | 1.3% | |
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92.6% | 93.6% | 91.7% | 1.9% | |
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75.9% | 83.3% | 68.6% | 14.6% | |
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95.6% | 96.1% | 95.0% | 1.1% | |
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87.5% | 87.4% | 87.5% | -0.1% | |
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UNESCO未提供2015年的資料 | ||||
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UNESCO未提供2015年的資料 | ||||
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86.4% | 91.7% | 81.0% | 10.7% | |
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99.8% | 99.8% | 99.7% | 0.1% | |
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80.3% | 84.8% | 75.9% | 9.0% | |
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96.7% | 96.6% | 96.7% | 0.0% | |
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67.5% | 71.5% | 63.4% | 8.1% | |
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66.5% | 78.3% | 55.3% | 23.0% | |
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99.4% | 99.3% | 99.4% | -0.1% | |
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99% | 99.2% | 98.7% | 0.5% | |
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81.8% | 89.6% | 74.2% | 15.4% | |
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95% | 98.4% | 91.8% | 6.6% | |
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99.7% | 99.8% | 99.6% | 0.1% | |
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UNESCO未提供2015年的資料 | ||||
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73.9% | 80.8% | 66.9% | 14.0% | |
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99.8% | 99.8% | 99.7% | 0.1% | |
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93.8% | 93.1% | 95.8% | -2.6% | |
![]() |
UNESCO未提供2015年的資料 | ||||
![]() |
UNESCO未提供2015年的資料 | ||||
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98.4% | 98.1% | 98.7% | -0.6% | |
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99.6% | 99.7% | 99.5% | 0.3% | |
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85.2% | 86.6% | 83.8% | 2.8% | |
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95.4% | 95.0% | 95.7% | -0.7% | |
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94.5% | 96.3% | 92.8% | 3.4% | |
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70.1% | 85.1% | 55.0% | 30.1% | |
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63.4% | 70.9% | 56.0% | 14.9% | |
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86.5% | 88.5% | 84.6% | 4.0% |
非联合国成员国或其它地区
名稱 | 總識字率 | 男性識字率 | 女性識字率 | 兩性識字率差異 | 年份 | 附註 |
---|---|---|---|---|---|---|
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97.5% | 97.5% | 97.5% | 0.0% | 2015[2] | 荷蘭王國的構成國之一。 |
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98.9% | 98.7% | 99.0% | -0.3% | 2007[2] | 英國的海外領地。 |
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96.5% | 96.4% | 96.6% | -0.2% | 2015[2] | 法国的海外省。 |
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99.8% | 99.8% | 99.8% | 0.0% | 2015[2] | 美國擁有主權。 |
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91.9% | 96.6% | 87.5% | 9.1% | 2003[3] | 世界銀行與國際貨幣基金組織的成員,但不是联合国成员国。塞爾維亞宣称科索沃主权,但實際上在2008年已经宣布独立,获得国际社会的有限承认。 |
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96.2% | 98.0% | 94.6% | 3.4% | 2015[2] | 中國的特別行政區。 |
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93.3% | -- | -- | -- | 2018[6] | 中國的特別行政區。 |
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97.0% | 97.6% | 96.4% | 1.2% | 2015[2] | 法国的海外省。 |
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96.9% | 97.3% | 96.5% | 0.8% | 2015[2] | 法国的海外省。 |
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96.7% | 98.5% | 94.8% | 3.7% | 2015[2] | 聯合國觀察員國。[7] |
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93.3% | 92.8% | 93.8% | -1.0% | 2015[2] | 美國擁有其主權。 |
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93.9% | 93.2% | 94.5% | -1.3% | 2015[2] | 法国的海外省。 |
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98.5% | 99.7% | 97.3% | 2.4% | 2014[3] | 僅台澎金馬等實際管轄地區。中華人民共和國宣稱繼承其含台澎金馬内絕大部分領土的主權,但中華人民共和國並無實際管轄該地區。 |
注解
[编辑]參見
[编辑]参考资料
[编辑]- ^ Literacy Statistics Metadata Information Table. UNESCO Institute for Statistics. September 2015 [19 November 2015]. (原始内容存档于2016-04-04).
- ^ 2.00 2.01 2.02 2.03 2.04 2.05 2.06 2.07 2.08 2.09 2.10 2.11 2.12 Adult literacy rate, population 15+ years (both sexes, female, male). UIS Data Centre. UNESCO. August 2015 [19 November 2015]. (原始内容存档于2017-09-05).
- ^ 3.0 3.1 3.2 3.3 3.4 Country Comparison to the World of Literacy Rate. The World Factbook. Central Intelligence Agency. [1 November 2015]. (原始内容存档于2016-11-24).
- ^ CRI=Center Research and Information. Bangladesh Education for All. CRI Publication. 2014: 138 [2015-12-24]. ISBN 0756698596. (原始内容存档于2019-06-05).
- ^ 存档副本. [2021-09-10]. (原始内容存档于2022-05-24).
- ^ 成人識字率 香港社會標準. [2020-12-20]. (原始内容存档于2020-10-27).
- ^ Non-member States. United Nations. [12 November 2015]. (原始内容存档于2009-05-09).
外部連結
[编辑]
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