The Skills for Life Survey 2011 showed no notable difference between the levels of literacy of men and women:<\/p>
<\/p>
Literacy levels by gender (%)<\/strong><\/p><\/td><\/tr> Literacy Level<\/strong><\/p><\/td> Gender<\/strong><\/p><\/td><\/tr> All<\/strong><\/p><\/td> Male<\/strong><\/p><\/td> Female<\/strong><\/p><\/td><\/tr> Entry Level 1 or below<\/p><\/td> 5<\/p><\/td> 5<\/p><\/td> 5<\/p><\/td><\/tr> Entry Level 2<\/p><\/td> 2<\/p><\/td> 2<\/p><\/td> 2<\/p><\/td><\/tr> Entry Level 3<\/p><\/td> /8<\/p><\/td> 8<\/p><\/td> 7<\/p><\/td><\/tr> Level 1<\/p><\/td> 28<\/p><\/td> 29<\/p><\/td> 28<\/p><\/td><\/tr> Level 2 or above<\/p><\/td> 57<\/p><\/td> 54<\/p><\/td> 59<\/p><\/td><\/tr> Unweighted base<\/p><\/td> 5824<\/p><\/td> 2520<\/p><\/td> 3304<\/p><\/td><\/tr><\/tbody><\/table> (Skills for Life Survey 2011)<\/p> <\/p> For both women and men, poor literacy is associated with higher rates of unemployment and poorer health and well-being. We do not have evidence to suggest that illiteracy affects women any more than men.<\/p> <\/p> This Government nevertheless understands the importance of English for all adults and has made this subject a priority for support within the adult skills system. An example of this is the Government-funded English and ESOL programmes, which include more female than male learners:<\/p> <\/p> English and maths participation figures 2014/15<\/strong><\/p><\/td><\/tr> <\/p><\/td> English <\/strong><\/p><\/td> ESOL<\/strong><\/p><\/td><\/tr> Total Learners<\/strong><\/p><\/td> 668,600<\/strong><\/p><\/td> 131,100<\/strong><\/p><\/td><\/tr> Gender<\/strong><\/p><\/td> <\/p><\/td> <\/p><\/td><\/tr> Female<\/p><\/td> 379,700<\/p><\/td> 88,000<\/p><\/td><\/tr> Male<\/p><\/td> 289,000<\/p><\/td> 43,100<\/p><\/td><\/tr><\/tbody><\/table> <\/p> (Statistical First Release \u2013 first published January 2014)<\/p> <\/p> We are undertaking a range of research to better understand where Government investment in English and maths has the greatest impact and delivers value for money. This includes: using behavioural insights to identify how to motivate adults to improve their English and maths and encourage learners to keep studying once enrolled on a course, through our partnership with the Behavioural Research Centre for Adult Skills and Knowledge (ASK); longitudinal research into skills gain and skills atrophy of adult English and maths learners; and a comparison of the impact of blended and more traditional classroom learning.<\/p> <\/p> <\/p> <\/p> <\/p> <\/p> <\/p> <\/p> <\/p> <\/p> <\/strong><\/p>"}
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