Historical dataset showing U.K. literacy rate by year from N/A to N/A.

The United Kingdom: Literacy rate: The latest value from is percent, unavailable from percent in . In comparison, the world average is 0.00 percent, based on data from countries. Historically, the average for the United Kingdom from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

The United Kingdom: Youth literacy rate, ages 15-24: The latest value from is percent, unavailable from percent in . In comparison, the world average is 0.00 percent, based on data from countries. Historically, the average for the United Kingdom from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

This statistic displays the share of respondents who felt that universal education and literacy was a priority in the United Kingdom (UK) in 2017. Of the respondents surveyed, the generational group who agreed with this statement the most was the group identified as Millennials, with six percent of this group stating that universal education and literacy was a priority. The generational group who agreed least with this statement were those identified as Boomers with only three percent agreeing that it was a priority.

Historical dataset showing British Virgin Islands literacy rate by year from N/A to N/A.

The United Kingdom: Male literacy rate, ages 15-24: The latest value from is percent, unavailable from percent in . In comparison, the world average is 0.00 percent, based on data from countries. Historically, the average for the United Kingdom from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

The Adult Literacy Survey, carried out in Great Britain in 1996, was part of an international programme of surveys known as the International Adult Literacy Survey (IALS).
The aim was to profile the literacy skills of adults aged 16-65 using an internationally agreed measure. The objectives were to provide data for international comparison; to provide a profile of adult literacy in Great Britain; to provide a self-assessment of literacy skills by respondents; to collect background information to examine the link between literacy and socio-economic factors such as education, employment and income.

The United Kingdom: Female literacy rate, ages 15-24: The latest value from is percent, unavailable from percent in . In comparison, the world average is 0.00 percent, based on data from countries. Historically, the average for the United Kingdom from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

As of the third quarter of 2024, nearly 50 percent of online users in the United Kingdom (UK) declined cookies on websites at least some of the time. Another 41.1 percent worried about how companies might use their online data. Furthermore, around 27 percent reported using a tool to block advertisements on the internet at least some of the time.

The share of young people aged eight to 18 years old in the United Kingdom who read on a daily basis fell to 18.7 percent in 2025. Back in 2015, the percentage who read everyday was over 40 percent.

These data are modelled estimates of literacy , numeracy and ICT skills in lower-level geographies in England. Small Area Estimation modelling methods have been applied to the 2011 Skills for Life survey data in order to generate local level area estimates of: the number and proportion of adults (aged 16-64 years old) in England living in households with defined skill levels in: literacy, numeracy and ICT, including emailing, word processing, spreadsheet use and a multiple-choice assessment of ICT awareness. The number and proportion of adults in households who do not speak English as a first language are also included. Two sets of Small Area Estimates are provided for seven geographies: Middle Layer Super Output Areas (MSOAs), Standard Table Wards, 2005 Statistical Wards, 2011 Council Wards, 2011 Parliamentary Constituencies, Local Authorities, and Local Enterprise Partnership areas. Regional estimates have also been provided, however, unlike the other geographies, these estimates are based on direct survey.

The Progress in International Reading Literacy Study is an international survey of the educational achievement of the equivalent of year 5 pupils across the world organised by the IEA. A total of 49 countries participated in PIRLS 2011. The survey included an assessment of pupils' reading ability, a survey of pupils' background characteristics and attitudes towards school and learning, and a survey of their teachers including their qualifications, instructional time dedicated to various topics, and the school environment for teaching and learning. The Department owns the data collected from students in England in the most recent study 2011 and will also hold matched data files of the PIRLS data with pupils' NPD records once the contract with the national survey administrators expires.

Comprehensive dataset containing 50 verified Literacy program businesses in United Kingdom with complete contact information, ratings, reviews, and location data.

BackgroundThere is a lack of evidence of stakeholder perspective and understanding of physical literacy among relevant stakeholders from England. As part of research commissioned by Sport England to develop a physical literacy consensus statement for England, this study presents findings from the first national consultation with stakeholders in England.MethodsOne hundred and ninety-three individual stakeholders (50.3%) from education, community sport, national governing bodies of sport, physical activity and sport coaching sectors completed an online survey consisting of fixed item and open ended questions designed to examine their knowledge, understanding, perceptions and practices relating to physical literacy.ResultsResponses from stakeholders suggested there was confusion in use of the term physical literacy in practice and confusion regarding the definition of physical literacy. Most respondents suggested they were involved in physical literacy related activity and understood the term. However, when probed the physical literacy related activity they referred to was likely not actually physical literacy related. Understanding of the term physical literacy was inconsistent in general. Stakeholders considered the affective, social, physical and cognitive areas (domains) of learning to be most important for developing a positive relationship with movement, sport and physical activity for life.ConclusionsWhile stakeholders are aware of the term “physical literacy” and hold value of it within their practice, there remain key misconceptions relating to what physical literacy is, and debate as to whether any existing definitions truly capture the construct of physical literacy.

Adult skills need estimates for literacy, numeracy, information communication and technology and ESOL across England Source: Department for Education and Skills (DfES): Read Write Plus Skills for Life Publisher: Department for Children Schools and Families (DCSF) Geographies: Ward, Local Authority District (LAD), Government Office Region (GOR), National, Learnings and Skills Council (LSC) Geographic coverage: England Time coverage: 2002/03 Type of data: Modelled data Notes: The SfL Survey was in two parts. The first was based around a 20-minute background interview and two skills assessments one for literacy and one for numeracy. On this basis respondents were assigned to one of 5 skill levels for both literacy and numeracy (Entry level 1 or below, Entry level 2, Entry level 3, Level 1, and Level 2 and above). The survey was clustered by wards within Government Office Regions and there were 8,730 interviews with adults in households aged 16-65, representing a 59% response rate of selected households. Non-response weights have been calculated for region, age and sex.

The number of learners achieving a Level 1 qualification in literacy Source: Department for Innovation Universities and Skills (DIUS) Publisher: DCLG Floor Targets Interactive Geographic coverage: England Time coverage: 2006/07, 2007/08 Notes: Learning aims are given a level in the National Qualifications Framework (NQF). Those qualifications which count as literacy are defined in the NQF.

This dataset is about books. It has 47 rows and is filtered where the book subjects is Literacy-Great Britain. It features 9 columns including author, publication date, language, and book publisher.

The proportion of foundation stage children (five year olds) achieving early learning goals in communication, language and literacy based on four measures: language for communication and thinking, linking sounds and letters, reading, writing Source: Department for Children Schools and Families (DCSF) Publisher: Department for Children Schools and Families (DCSF) Geographies: County/Unitary Authority, Government Office Region (GOR), National Geographic coverage: England Time coverage: 2006 to 2009 Type of data: Administrative data

Structured Literacy Platforms Market Outlook

According to our latest research, the global structured literacy platforms market size was valued at USD 2.15 billion in 2024. The market is expected to grow at a robust CAGR of 13.7% during the forecast period, reaching USD 6.41 billion by 2033. The primary growth driver for this market is the increasing emphasis on evidence-based literacy instruction methodologies within educational institutions and the rising prevalence of learning disabilities such as dyslexia. As per our comprehensive analysis, the structured literacy platforms market is experiencing significant momentum due to the confluence of technological advancements, supportive government policies, and the growing need for personalized learning solutions across both developed and developing economies.

One of the most critical factors fueling the expansion of the structured literacy platforms market is the global recognition of the importance of early literacy intervention. Governments and educational bodies are increasingly prioritizing structured literacy approaches, which are grounded in research and focus on explicit, systematic teaching of foundational reading skills. The prevalence of learning disorders, particularly dyslexia, has led to a surge in demand for platforms that can deliver multisensory, structured, and sequential literacy instruction. Furthermore, the integration of artificial intelligence and adaptive learning technologies into these platforms is enabling educators to deliver highly personalized instruction, thereby improving student outcomes and engagement. This trend is further amplified by the growing awareness among parents and educators regarding the long-term benefits of structured literacy for all learners, not just those with identified learning challenges.

Another significant driver for the structured literacy platforms market is the rapid digitalization of the education sector. The COVID-19 pandemic accelerated the adoption of digital learning tools, making educational institutions and individuals more receptive to online platforms that support structured literacy instruction. The proliferation of cloud-based solutions has made it easier for schools, colleges, and tutoring centers to implement and scale structured literacy programs, regardless of geographic location. These platforms offer a wide range of features, including progress tracking, real-time feedback, and integration with existing learning management systems, which collectively enhance the teaching and learning experience. Additionally, the increasing availability of funding and grants for literacy initiatives is encouraging educational institutions to invest in advanced structured literacy solutions.

The structured literacy platforms market is also benefiting from a growing ecosystem of partnerships and collaborations between edtech companies, educational publishers, and research organizations. These alliances are leading to the development of more comprehensive and effective platforms that align with the latest scientific research on reading instruction. Moreover, the market is witnessing a trend towards the localization of content, with platforms being tailored to meet the specific linguistic and cultural needs of different regions. This localization is crucial for ensuring the effectiveness of structured literacy instruction in non-English speaking countries and is expected to drive further market growth in the coming years.

From a regional perspective, North America currently dominates the structured literacy platforms market, accounting for the largest share in 2024. This is primarily due to the strong presence of leading edtech companies, high levels of digital literacy, and supportive government policies promoting evidence-based reading instruction. However, the Asia Pacific region is poised for the fastest growth during the forecast period, driven by increasing investments in educational technology, rising awareness of learning disabilities, and government initiatives aimed at improving literacy rates. Europe also represents a significant market, with countries such as the United Kingdom, Germany, and the Nordic nations leading the adoption of structured literacy platforms in both mainstream and special education settings.

Component Analysis

The component segment of the structured literacy platforms market is bifurcated into software and services. Software remains the dominant component, accounting for the largest revenue