The 2011 Skills for Life survey provides an estimate of adult literacy levels for people aged between 16 and 65 years old in England, based on fieldwork conducted between May 2010 and February 2011. The headline findings of the survey were published in December 2011.¹ The survey results show that 14.9% (5.1 million) of people had a literacy level below level 1. Level 1 is viewed as the level required to be ‘functionally literate’, the level needed to get by in life and at work², and so people below this level could be defined as having a low level of literacy. Level 1 is equivalent to GCSE grades D-G. Adults with skills below level 1 can read or write, but their skills may be limited, for example, they may not be able to read bus or train timetables.

The 2011 Skills for Life survey also provided Small Area modelled estimates³ for sub-regional geographies. This analysis provides estimates of the proportion and number of people above and below the ‘functional literacy’ threshold (i.e. National Qualification Framework Level 1) for sub-regional geographies in England. The smallest geographical area reported in this analysis are middle-layer super output areas—these are small areas of consistent size (of about 7,200 people) used for the collection and reporting of small area statistics by the Office for National Statistics.

The recent OECD Survey of Adult Skills, published in 2013, based on fieldwork August 2011 and March 2012, included estimates of UK literacy levels, based on England and Northern Ireland (Scotland and Wales did not participate in the survey). National reports for England and Northern Ireland⁴ based on the OECD survey note that 17% of adults in England had low proficiency in literacy (i.e. at or below the OECD level 1 in literacy, roughly equivalent to below NQF level 1 literacy), compared to 18% in Northern Ireland.¹ TNS-BMRB and AlphaPlus Consultancy Ltd. (2011) “2011 Skills for Life survey: headline findings”, Department for Business, Innovation and Skills, BIS research paper 57. Available online at:

http://www.bis.gov.uk/assets/biscore/further-education-skills/docs/0-9/11-1367-2011-skills-for-life-survey-findings.pdf

accessed on 7 May 2014.² As defined in the Leitch review of skills. See Leitch, S. (2006) “Prosperity for All in the Global Economy—world class skills”, available online at:

http://webarchive.nationalarchives.gov.uk/+/http://www.hm-treasury.gov.uk/media/6/4/leitch_finalreport051206.pdf

accessed on 7 May 2014: page 61-62.³ Available online at:

https://www.gov.uk/government/statistical-data-sets/2011-skills-for-life-survey-small-area-estimation-data

accessed on 6 February 2014.⁴ NFER (2013) The International Survey of Adult Skills: adult literacy, numeracy and problem solving skills in England, BIS research report 139. Available online at:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/246534/bis-13-1221-international-survey-of-adult-skills-2012.pdf

accessed on 7 May 2014; NFER (2013) The International Survey of Adult Skills: adult literacy, numeracy and problem solving skills in Northern Ireland, Department for Employment and Learning. Available online at:

http://www.delni.gov.uk/international-survey-adult-skills-2012.pdf

accessed on 7 May 2014.

The 2011 Skills for Life survey Small Area modelled estimates¹ provide the following information about proportions of adults aged 16 to 65-years-old with above and below the 'functional literacy' threshold (ie National Qualification Framework Level 1), defined in the Leitch review as

‘the level needed to get by in life and work’.²

Level 1 is equivalent to GCSE grades D-G. Adults with skills below Level 1 can read or write, but their skills may be limited, for example, they may not be able to read bus or train timetables.

Data are available for 2011 parliamentary constituencies, including Liverpool Riverside, Liverpool Walton, Liverpool Wavertree and Liverpool, West Derby. Table 1 as follows provides the estimated proportions of people in these constituencies with below Level 1 literacy. The data do not separate reading and writing.¹ Available online at:

https://www.gov.uk/government/statistical-data-sets/2011-skills-for-life-survey-small-area-estimation-data

accessed on 6 February 2014.² HM Treasury (December 2006) “Leitch Review of Skills. Prosperity for all in the global economy-world class skills. Final Report”, p. 43.

The amount spent on the provision of adult literacy services (English basic skills training from the Adult Skills Budget) for the past three academic years in Brigg and Goole is set out in the following table:

The amount spent on the provision of adult literacy services (English basic skills training from the Adult Skills Budget) for the past three academic years for Swindon is set out in the following table:

It is the Government's priority to ensure that all adults in England have the basic literacy and numeracy skills they need to find and sustain employment and which can also contribute to other benefits, such as improved health and well-being.

We aim to improve the current level of literacy of working age adults. Since August 2012, we have fully funded any adult to complete an English GCSE where they don't have one as well as continuing to support people to achieve other English and ESOL qualifications which help them progress to that level.

Our reforms to further education (FE) will improve the quality of the teaching work force, reward the best providers and ensure learners are stretched to achieve the best they can.

In August 2013, we introduced a bursary scheme which offers up to £9,000 to the brightest and best graduates to train as specialist teachers and teach English in FE.

From spring 2014 we will be funding a pilot for a continuous professional development programme to enhance the skills of English teachers to teach to GCSE level and identify innovative and best approach. Also, the Centres of Excellence in Teacher Training will be identifying and disseminate best practice in teaching English to post-16 students.

From 2015, new English GCSE qualifications will require a closer focus on essential skills like spelling and grammar.

All intermediate apprentices will be required to work towards achieving a Level 2 in English from August 2014. All young people undertaking a traineeship will be required to study English unless they have already achieved a Level 2.

In the December 2013 autumn statement we announced that we will pilot a requirement that young people aged 18-21 without a Level 2 qualification in English and maths undertake training to improve these vital skills from the very outset of a claim for jobseeker's allowance.

In June 2013 we announced that, from April 2014, unemployed JSA claimants with very poor spoken English language skills will be required to train to bring their skills up to the level expected by employers. Claimants will be mandated by Jobcentres to English language training with a FE provider.

The amount spent on the provision of adult literacy services (English basic skills training from the adult skills budget) for the past three academic years is set out in the following table.

It is the Government's priority to ensure that all adults in England have the basic literacy and numeracy skills they need to find and sustain employment and which can also contribute to other benefits, such as improved health and well-being.

We aim to improve the current level of literacy of working age adults. Since August 2012, we have fully funded any adult to complete an English GCSE where they don't have one as well as continuing to support people to achieve other English and ESOL qualifications which help them progress to that level.

Our reforms to further education (FE) will improve the quality of the teaching work force, reward the best providers and ensure learners are stretched to achieve the best they can.

In August 2013, we introduced a bursary scheme which offers up to £9,000 to the brightest and best graduates to train as specialist teachers and teach English in FE.

From spring 2014 we will be funding a pilot for a continuous professional development programme to enhance the skills of English teachers to teach to GCSE level and identify innovative and best approach. Also, the Centres of Excellence in Teacher Training will be identifying and disseminate best practice in teaching English to post-16 students.

From 2015, new English GCSE qualifications will require a closer focus on essential skills like spelling and grammar.

All intermediate apprentices will be required to work towards achieving a Level 2 in English from August 2014. All young people undertaking a traineeship will be required to study English unless they have already achieved a Level 2.

In the December 2013 autumn statement we announced that we will pilot a requirement that young people aged 18-21 without a Level 2 qualification in English and maths undertake training to improve these vital skills from the very outset of a claim for jobseeker's allowance.

In June 2013 we announced that, from April 2014, unemployed JSA claimants with very poor spoken English language skills will be required to train to bring their skills up to the level expected by employers. Claimants will be mandated by Jobcentres to English language training with a FE provider.

The amount spent on the provision of adult literacy services (English basic skills training from the adult skills budget) for the past three academic years is set out in the following table.

We have taken action to ensure that the qualifications we support are those which rigorously test knowledge and skills and which are recognised by employers. Since August 2012 we have provided full funding to enable adults to take a GCSE in English. We have also removed the Adult Basic Skills Certificates and replaced them with more rigorous Functional Skills qualifications which test the application of skills in real-life situations as well as basic skills and understanding.

To ensure that young people are developing their English, we are embedding English within our major skills interventions. Our traineeships programme for young people, announced in June 2013, puts English (and maths) at its core, alongside work preparation and work experience. We have increased the expectations for English within apprenticeships. From 2014/15 all intermediate apprentices will be required to work towards achieving a level 2 in English, ensuring that all apprentices have literacy skills and qualifications that are widely recognised and valued by employers and others.

We are taking steps to improve the standard of the teaching work force within further education. From the academic year 2013/14, grants of £9,000 will be offered to English graduates and £20,000 to maths graduates to teach in those areas. These bursaries will help us recruit the brightest and best teachers so we can improve standards and provide people with the basic skills they need.

In June 2013 we announced that, from next April, unemployed people on JSA with very poor English language skills will be required to train to bring their skills up to the level expected by employers. They will be mandated by jobcentres to English language training with a further education provider.

Since August 2013 community learning providers have been expected to work in partnership with other learning providers and local people, services and organisations to agree priorities and approaches to meet the needs of people in their local area, including addressing low literacy where this is an issue.

It is the Government's priority to ensure that all adults throughout England have the basic skills they need to find and sustain employment. In “Skills for Sustainable Growth” (2010) the Government set out that it will fully fund learning for adults to improve their English (and maths skills). In “Rigour and Responsiveness in Skills” (April 2013) we affirmed that we will maintain entitlements to fully funded English (and maths) provision that supports progression to the standard of a good GCSE (A*-C) for all adult learners.

To ensure that individuals are developing the right level of literacy skills needed for employment, we are embedding effective literacy provision within our major skills interventions. Our recently developed Traineeships programme for young people puts English and maths at its core, alongside work preparation and work experience. We have also increased the expectations for English within apprenticeships. From 2014/15 all intermediate apprentices will be required to work towards achieving a level 2 in English, ensuring that all apprentices have literacy skills and qualifications that are widely recognised and valued by employers and others.

As a further commitment to this agenda, the Government are taking steps to improve standards within the further education system. From the academic year 2013/14; grants of £9000 will be offered to graduates teaching English to encourage them to teach in further education colleges. These bursaries will help us recruit the brightest and best teachers so we can improve standards and provide people with the basic skills they need for a rewarding career.

Through community learning, we also support courses aimed at improving literacy for families and individuals who are most disadvantaged and furthest from learning.

Final data for the 2011/12 academic year shows that there were 2,080 adult (19+) learners participating on a Skills for Life English course in Plymouth Sutton and Devonport parliamentary constituency, up by 13.9% on 2010/11.

Through the Adult Skills Budget, this Department provides significant support to adults to improve levels of literacy and numeracy. We fully fund English and maths courses from Entry Level 1 to Level 2 for all adults who lack those skills. Since August 2012, this includes funding GCSE English and maths qualifications to support adults to achieve these widely recognised qualifications.

In 2011/12 we supported 782,500 adult learners doing an Adult Skills for Life course in English and 772,500 doing maths, a 22.5% increase for each over the previous year.

We have encouraged awarding organisations to introduce new English and maths unit-based qualifications on the Qualifications and Curriculum Framework which will provide learners with more options for improving their skills. These qualifications are designed to help people address specific skill deficits prior to starting a full course of learning at a higher level.

We reviewed English and maths provision in 2011 and are taking action to make it more effective including piloting in 2012/13 how providers can be funded on the basis of the skills gains made by learners and requiring apprenticeship providers to support apprentices in progressing towards the achievement of Level 2 English and maths.

We are implementing the recommendations of Lord Lingfield's report on further education work force and teacher qualifications. I can confirm that as part of this new suite of qualifications for the work force we are launching new specialist qualifications for the teaching of English and maths in recognition of the importance of these subjects. The link to the full report can be found here:

http://www.bis.gov.uk/assets/biscore/further-education-skills/docs/p/12-1198-professionalism-in-further-education-final

This Department is also working with other interested Departments, including the Department for Work and Pensions and the Ministry of Justice. Jobcentre Plus advisers are now required to embed effective and timely screening of the English and maths needs of benefit claimants and mandate them to an initial interview with a provider and training where a lack of these skills is preventing them from moving into work. Similarly, we now assess the English and maths needs of offenders at the very start of their sentence.

Improving literacy and numeracy rates among prisoners is an important part of helping them to secure employment on release. Evidence shows that employment is linked to reduced re-offending.

New prison education contracts for learning and skills for adult offenders in prisons in England were introduced last summer. These have a clear focus on addressing maths and English early in prisoners' sentences, with a requirement on the offender learning and skills provider to assess learning needs and, where a literacy or numeracy need is identified, to address it. English and maths teaching is delivered both as standalone activity and as an embedded element of work and vocational training. We are working with education providers to help them develop engaging and motivating courses to target resistant learners.

We have piloted intensive maths and English courses in adult prisons, based on the Army's model, particularly to address the needs of prisoners serving short sentences. Prison Governors and offender learning and skills providers are now working together to consider whether this provision has a place in the delivery approaches they use locally.

The Learning and Skills Improvement Service published in December 2012 “Developing Speaking and Listening Skills: A support pack for staff working with offenders” which uses English teaching to develop prisoners' communication skills.

For young offenders in custody under the age of 18, the Ministry of Justice's (MOJ) consultation 'Transforming Youth Custody: Putting education at the heart of detention' published on 14 February 2013, sets out the Government's vision of secure colleges which would put a greater focus on education and training, including improving literacy and numeracy, to equip young people with the skills and qualifications they need to lead purposeful lives on release. The consultation closed on 30 April 2013 and the MOJ will publish a response in due course.

The basic skills of maths and English underpin all learning. They are a critical element of the vocational skills that prisoners need in order to secure employment on release. Evidence shows that employment is linked to reduced re-offending.

New prison education contracts introduced last summer give a clear focus on addressing maths and English early in prisoners' sentences, with a requirement to assess learning needs and, where a literacy need is identified, to address it. English and maths teaching is delivered

both as standalone activity and as an embedded element of work and vocational training. We are working with education providers to help them develop engaging and motivating courses to target resistant learners.

We are pressing forward with the Apprenticeship agenda in custody, preparing prisoners for opportunities after release and during that period when they can be released on temporary licence to take up employment and other opportunities. Maths and English are a key part of Apprenticeship activity.

We are developing a new Traineeships policy and will be looking at the potential for this to operate in custody. The content is not yet fixed, but we have proposed that English and maths for young people who have not achieved a GCSE Grade C or equivalent will be a core element.

We have piloted intensive maths and English courses in prisons, based on the Army's model, particularly to address the needs of prisoners serving short sentences. Guidance will issue shortly.

The Learning and Skills Improvement Service published in December ‘Developing Speaking and Listening Skills: A support pack for staff working with offenders’ which uses English teaching to develop prisoners' communication skills.

Data shown in the table on offender learners only includes those funded via the Offenders' Learning and Skills Service (OLASS) budget.

We do not hold information on the level of prisoner literacy. There were 25,200 offenders aged 18 or over in the prison system participating on a Skills for Life English course in the 2011/12 academic year.

Table 1 shows the number of offenders aged 18 or over in the prison system participating in A/AS Levels and GCSEs. Final data are shown for the 2010/11 and 2011/12 academic years. Data for previous years are not available on a comparable basis.

These data on A/AS Level and GCSE participation represent only a small part of the offender learning provision. In the 2011/12 academic year 90,100 offenders aged 18 or over in the prison system participated in learning funded via the OLASS budget, undertaking learning ranging from basic maths and English provision through to full vocational qualifications at Level 2 and above.

The basic skills of maths and English underpin all learning. They are a critical element of the vocational skills that prisoners need in order to secure employment on release. Evidence shows that employment is linked to reduced re-offending.

New prison education contracts introduced last summer give a clear focus on addressing maths and English early in prisoners' sentences, with a requirement to assess learning needs and, where a literacy need is identified, to address it. English and maths teaching is delivered

both as standalone activity and as an embedded element of work and vocational training. We are working with education providers to help them develop engaging and motivating courses to target resistant learners.

We are pressing forward with the Apprenticeship agenda in custody, preparing prisoners for opportunities after release and during that period when they can be released on temporary licence to take up employment and other opportunities. Maths and English are a key part of Apprenticeship activity.

We are developing a new Traineeships policy and will be looking at the potential for this to operate in custody. The content is not yet fixed, but we have proposed that English and maths for young people who have not achieved a GCSE Grade C or equivalent will be a core element.

We have piloted intensive maths and English courses in prisons, based on the Army's model, particularly to address the needs of prisoners serving short sentences. Guidance will issue shortly.

The Learning and Skills Improvement Service published in December ‘Developing Speaking and Listening Skills: A support pack for staff working with offenders’ which uses English teaching to develop prisoners' communication skills.

Data shown in the table on offender learners only includes those funded via the Offenders' Learning and Skills Service (OLASS) budget.

We do not hold information on the level of prisoner literacy. There were 25,200 offenders aged 18 or over in the prison system participating on a Skills for Life English course in the 2011/12 academic year.

Table 1 shows the number of offenders aged 18 or over in the prison system participating in A/AS Levels and GCSEs. Final data are shown for the 2010/11 and 2011/12 academic years. Data for previous years are not available on a comparable basis.

These data on A/AS Level and GCSE participation represent only a small part of the offender learning provision. In the 2011/12 academic year 90,100 offenders aged 18 or over in the prison system participated in learning funded via the OLASS budget, undertaking learning ranging from basic maths and English provision through to full vocational qualifications at Level 2 and above.

In the last spending review the Department for Business, Innovation and Skills (BIS) secured continued funding of English and maths courses for adults who lack these basic skills. Provisional data for the full 2011/12 academic year show that there were 788,600 learners (aged 19+) taking an English qualification and 778,500 taking a Maths qualification, and we are now funding GCSE English and maths qualifications for adults from the 2012/13 academic year.

New freedoms and flexibilities have been put in place whereby FE colleges and providers have a single Adult Skills Budget which enables them to respond to learner and employer needs locally.

New unit-based English and maths qualifications that are tailored to the differential needs and learning patterns of adults are now available. These qualifications provide the necessary rigour and flexibility to support progression from lower levels towards a GCSE or other training.

New pilots are under way which are seeking to determine how providers can be funded on the basis of the skills gained by their learners, to incentivise providers to maximise skills acquisition.

As set out in ‘New Challenges, New Chances’, BIS is raising demand for maths improvement working through stakeholders rather than using a top-down approach as has been the case with previous campaigns.

In addition, BIS is undertaking a new programme of research and evaluation.

Further education colleges and providers have a single Adult Skills Budget providing them with the flexibility to respond to local learner and employer needs. There are no separate budgets for adult literacy or numeracy provision.

The following table shows the Skills Funding Agency's estimate of Government funding made available for adult literacy and numeracy provision (including provision delivered through apprenticeship frameworks, functional skills, GCSE and Adult Basic Skills provision) for learners aged 19+ in the 2007/08 to 2011/12 academic years. The figures are calculated using information submitted by providers via the Individualised Learning Record (ILR). Data for 2011/12 are based on provisional year end data so are subject to change.

Overall participation on English and maths courses has increased each year since 2009/10 (data for 2011/12 are provisional and subject to change).

In the last spending review the Department for Business, Innovation and Skills (BIS) secured continued funding of English and maths courses for adults who lack these basic skills. This is funding over 600,000 adults to take maths courses and over 600,000 to take English courses each year, and we are now funding GCSE English and maths qualifications

for adults from the 2012/13 academic year. We have brought in new freedoms and flexibilities whereby further education colleges and providers have a single Adult Skills Budget which enables them to respond to learner and employer needs locally.

Awarding organisations have responded to BIS' call for new unit-based qualifications that are tailored to the differential needs and learning patterns of adults, and which provide the necessary rigour and flexibility to support progression from lower levels towards a GCSE or other training.

New pilots have commenced which are seeking to determine how providers can be funded on the basis of the skills gained by their learners, to incentivise providers to maximise skills acquisition.

As set out in ‘New Challenges, New Chances’, BIS is raising demand for maths improvement working through stakeholders rather than using a top-down approach as has been the case with previous campaigns.

In the last spending review the Department for Business, Innovation and Skills (BIS) secured continued funding of English and maths courses for adults who lack these basic skills. This is funding over 600,000 adults to take maths courses and over 600,000 to take English courses each year, and we are now funding GCSE English and maths qualifications

for adults from the 2012/13 academic year. We have brought in new freedoms and flexibilities whereby further education colleges and providers have a single Adult Skills Budget which enables them to respond to learner and employer needs locally.

Awarding organisations have responded to BIS' call for new unit-based qualifications that are tailored to the differential needs and learning patterns of adults, and which provide the necessary rigour and flexibility to support progression from lower levels towards a GCSE or other training.

New pilots have commenced which are seeking to determine how providers can be funded on the basis of the skills gained by their learners, to incentivise providers to maximise skills acquisition.

As set out in ‘New Challenges, New Chances’, BIS is raising demand for maths improvement working through stakeholders rather than using a top-down approach as has been the case with previous campaigns.

The Department for Business, Innovation and Skills (BIS) funds English (literacy) and maths (numeracy) provision for those aged 19 and over who lack these basic skills.

The following table shows the number of adult learners aged 19+ participating in Skills for Life English and maths courses, by level. The academic years 2009/10 and 2010/11 are based on final data; year 2011/12 is based on provisional data.

[holding answer 13 September 2012]: The following table shows the Government's measure of FE and skills funding on literacy and numeracy courses for learners aged 19 and above in Liverpool, Walton constituency, from 2005/06 to 2010/11. Data for 2005/06 is the earliest year for which comparable sub-national data are available. Due to the length of the time series, data is not available on a consistent basis so figures may not be directly comparable.