Why is this National Indicator important?
Literacy and numeracy are basic skills without which an individual's capacity to undertake other learning and training is severely limited. They are also critical to developing people's qualities of resilience and adaptability, along with the ability to go on learning and developing throughout their lives. Equipped in this way, people are more likely to maintain and enhance the health and wellbeing of themselves and their family. They are also more likely to adapt and improve skills, get a job and stay in productive employment.
If an individual has a weakness in these skills, they are less likely to make an effective contribution to Scotland's economy. Evidence of the scale of the problem is currently limited and dated (though currently being updated) but suggests that 20-25% of the working age population may have very low literacy and numeracy skills. That is potentially an enormous drag on Scotland's economic capacity. It is also a social issue, because parents who are unable to read are less able to support their children's learning, putting at risk the next generation's capacity to engage in lifelong learning.
What will influence this National Indicator?
Adult literacy and numeracy builds on what children learn at school. While there is evidence that people can forget how to read, write and use numbers if they no longer do so regularly, early intervention and increased emphasis at school on developing the literacy and numeracy skills of all students is of crucial importance. The curriculum review, a Curriculum for Excellence, places both literacy and numeracy as central skills within learning and teaching, recognising that all areas of the curriculum can contribute to and benefit from the development of literacy skills.
For adults, the National Research and Development Centre study New Light in Literacy and Numeracy shows that adults with the poorest grasp of literacy or numeracy, particularly literacy, had a relatively disadvantaged home life during childhood, both economically and in terms of education levels and educational support offered by parents. It also shows a strong relationship between the educational achievement of parents and their children's aspirations.
The availability of and access to effective learning opportunities is critical for adults. For many, there can be significant barriers of stigma or embarrassment to be overcome before any such learning can take place. That requires well-publicised, high quality provision in a wide range of accessible settings, for example in the community, in colleges or in the workplace.
What is the Government's role?
Through its Skills Strategy and the Curriculum for Excellence, the Government supports local authorities, employers, colleges, adult learning and training providers and schools in providing a framework for learning and teaching. Skills Development Scotland will get the right learning, advice, guidance and skills mix in our economy. The Curriculum for Excellence encourages the development of literacy and numeracy skills for all pupils at school and establishes expectations that all school leavers have these basic skills.
Provision for supporting adult literacy and numeracy is shared between Scotland's colleges and local authorities who, in turn, work with a range of partners including the voluntary sector. The Government's Adult Literacy and Numeracy Strategy provides the framework within which this activity takes place.
How are we performing?
Data on the number of working age people with severe literacy and numeracy problems is being developed through a new national survey. The proxy measure, of the proportion of working age adults with qualifications of SCQF Level 4 or below, shows an overall reduction in recent years. The latest figures show a reduction from 15.3% on Q3 2007 to 13.7% in Q2 2008.
Source: Labour Force Survey, Non Seasonally Adjusted data, Office for National Statistics
Methodology
This evaluation is based on: any difference within +/- 0.7 percentage points of last year's figure suggests that the position is more likely to be maintaining than showing any change. A decrease of 0.7 percentage points or more suggests the position is improving; whereas an increase of 0.7 percentage points or more suggests the position is worsening.
For information on general methodological approach, please click here.
Further Information
2007 Spending Review Technical Note
Statistics Topic Page
Who are our supporting delivery partners?
Colleges
Employers
Local Authorities
Schools
Scottish Funding Council
Scottish Further Education Unit (SFEU)
Scottish Prison Service (SPS)
Scottish Qualifications Authority (SQA)
Skills Development Scotland
Trade Unions
Voluntary sector organisations
Related Strategic Objectives
Smarter
Healthier
Wealthier and Fairer