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

There is a gender gap in the global literacy rate. Although literacy rates have generally increased worldwide for both men and women, men are on average more literate than women. As of 2024, about 90.91 percent of men and a little less than 88.8 percent of women worldwide were literate. Adult literacy rate is defined as the percentage of people aged 15 years and above who can both read and write with understanding a short, simple statement about their everyday life. Youth literacy rate Not only does the literacy gender gap concern adults, it also exists among the world’s younger generations aged 15 to 24. Despite an overall increase in literacy, young men are still more literate than young women. In fact, the global youth literacy rate as gender parity index was 0.98 as of 2023, indicating that young women are not yet as literate as young men. Gender pay gap Gender gaps occur in many different spheres of global society. One such issue concerns salary gender gaps in professional life. Regarding the controlled gender pay gap, which measures the median salary for men and women with the same job and qualifications, women still earned less than men as of 2024. The difference was even bigger when measuring the median salary for all men and women. However, not everyone worries about gender pay gaps. According to a survey from 2021, 54 percent of the female respondents deemed the gender pay gap a real problem, compared to 45 percent of the male respondents.

This is the proportion of children in the area at expected level in each of the Early Learning Goals (ELGs) within the Literacy area of the assessment. Literacy is one of the 4 specific areas of learning and covers the ELGs: Comprehension, Word reading, and Writing.

The early years foundation stage (EYFS) profile is a teacher assessment of children’s development at the end of the EYFS, specifically the end of the academic year in which a child turns 5. This is typically the summer term of reception year. The EYFSP was introduced in 2012/13.

As part of wider reforms to the EYFS, the EYFS profile was revised significantly in September 2021. Changes included revisions to all 17 ELGs across the 7 areas of learning, the removal of ‘exceeding’ assessment band, and the removal of statutory local authority moderation. It is therefore not possible to directly compare 2021/22 assessment outcomes with earlier years. The 2019/20 and 2020/21 collections were cancelled because of the COVID-19 pandemic.

Teacher assessments cover all schools and early years providers with children registered for government-funded early years provision at the end of the EYFS. These include all state-funded schools and maintained nursery schools, children in private, voluntary and independent (PVI) providers, including childminders. Excludes a child who has not been assessed due to long periods of absence, for instance a prolonged illness, or arrived too late in the summer term for teacher assessment to be carried out, or for an exemption.

Local authority district data are based on matching the postcode of the school or provider to the National Statistics Postcode Lookup (NSPL). Percentages may not sum to 100.

Data is Powered by LG Inform Plus and automatically checked for new data on the 3rd of each month.

This statistic presents the education ratings of multiple regions in the United Kingdom in 2017. In this year the the region that ranked highest for education in the United Kingdom was Greater London, this was followed by the South East of England and Scotland. The region ranked lowest for education was Northern Ireland.

Education and Training Success Rates for further education institutions in England for the academic year 2010/11. The data shows success rates, retention rates and achievement rates by type of provision, qualification, and characteristics of the learners. It also shows the success rates for each individual organisation. These datasets were previously known as Learner Responsive National Success Rate Tables, or may be known as Classroom Based Learning National Success Rate Tables (NSRTs).

Economic inactivity rate and reason, by sex and religion with breakdowns for the rate of employment, unemployment, inactivity and median gross hourly pay by religion in England and Wales. Estimates for the proportion of people employed as a manager, occupation skill level, industry and education attainment.

This bulletin is the annual first release of HESA student data. It draws upon data from the revised student data collection (delivered by the Data Futures programme) and marks the second year of reporting using the new data model. Once again, a comprehensive quality assessment has been undertaken on the dataset and this is detailed in our accompanying student data quality report. A detailed list of findings is available in the data quality and insights resource, which is also accompanied by provider specific data notes. The coverage of data is detailed in the notes section of this release. In summary, we cover data about higher education students and qualifiers from the following types of providers within the UK: -Higher education (HE) providers in England registered with the Office for Students (OfS) in the Approved (fee cap) or Approved categories; -Publicly funded HE providers in Northern Ireland and Scotland; and -Providers in Wales that are funded directly for higher education provision by Medr and providers in Wales that return data to HESA about specifically designated courses. This bulletin also includes information from the HESA Aggregate Offshore record which can be seen in Figure 12. This separate record counts students studying wholly outside the UK who are either registered with the reporting HE provider or who are studying for an award of the reporting HE provider.

Education and training national achievement rate tables.Academic year: 2021/22 to 2022/23Indicators: Achievement rate, Leavers, Pass rate, Retention rateFilters: Provider, Essential skills subject, Essential skills type, Qualification type, Level, Age group

This file contains information on the number of pupils in the UK, by age, sex and school type.

Education and Training covers classroom-based further education learning that takes place at a further education college or provider. The data shows success rates, retention rates and achievement rates by level of provision, subject area and learner characteristics. Aim-level participation by subject area, and participation & achievement by mode of attendance are also shown.

Mode of attendance refers to full-time or part-time attendance.

Experimental statistics from the Student Cost of Living Insights Study (SCoLIS) in England. Includes information on the behaviours, plans, opinions and well-being of higher education students in the context of the increases in cost of living.

Number and percentage of eligible children registered for government-funded early years provision by age.

English domiciled higher-level learners in England by local authority district of domicile, academic years 2015/16 to 2022/23.

Headline statistics used in the blue summary boxes of the publication.

As of 2018, the highest level educational attainment of approximately **** percent of Muslims in England and Wales was a degree of equivalent. In the same year, **** percent of Muslims in England and Wales were estimated to have no qualifications.

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.