Skilled for Life? KEY FINDINGS FROM THE SURVEY OF ADULT SKILLS [Com avaluar les competències de la població adulta al llarg de la vida? (PIAAC)]
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Skilled for Life? KEY FINDINGS FROM THE SURVEY OF ADULT SKILLS [Com avaluar les competències de la població adulta al llarg de la vida? (PIAAC)]

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La Fundació Jaume Bofill i la Direcció d'Educació de l'OCDE van presentar els resultats de la nova enquesta internacional sobre competències de la població adulta: "The OECD Survey of Adult ...

La Fundació Jaume Bofill i la Direcció d'Educació de l'OCDE van presentar els resultats de la nova enquesta internacional sobre competències de la població adulta: "The OECD Survey of Adult Skills" (PIAAC), al Cercle d'Economia de Barcelona.

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Skilled for Life? KEY FINDINGS FROM THE SURVEY OF ADULT SKILLS [Com avaluar les competències de la població adulta al llarg de la vida? (PIAAC)] Skilled for Life? KEY FINDINGS FROM THE SURVEY OF ADULT SKILLS [Com avaluar les competències de la població adulta al llarg de la vida? (PIAAC)] Presentation Transcript

  • Skilled for Life? KEY FINDINGS FROM THE SURVEY OF ADULT SKILLS Barcelona 7 November 2013 1 WILLIAM THORN Senior Analyst, Directorate for Education and Skills
  • Survey of Adult Skills in brief 166 thousand adults… Representing 724 million 16-65 year-olds in 24* countries/economies Took an internationally agreed assessment… in literacy, numeracy and problem solving in technologyrich environments. The assessment was administered either in computer-based or paper-based versions.
  • Survey of Adult Skills in brief Sample sizes ranged from.. a minimum of approximately 4 500 to a maximum of nearly 27 300. The survey collected background information of adults for about 40 minutes. Respondents with very low literacy skills were directed to a test of basic “reading component” skills. The survey also collects a range of generic skills such as collaborating with others and organising one’s time, required of individuals in their work.
  • Survey of Adult Skills Skills assessed “Key information-processing skills” The ability to... Understand, evaluate, use and engage with written texts. Literacy In order to.. Achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from.. The decoding of written words and sentences The comprehension, interpretation and evaluation of complex texts. The ability to… Access, use, interpret and communicate mathematical information and ideas Numeracy Problem Solving In Technology-rich Environments 4 In order to.. Engage in and manage the mathematical demands of a range of situations in adults. Numeracy involves Managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The ability to… Use digital technology communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The assessment focuses on the abilities to… Solve problems for personal, work and civic purposes by setting up appropriate goals and plans, and accessing and making use of information through computers and computer networks.
  • Assessment design 5
  • Summary of proficiency in key information-processing skills (16-65 year-olds) Countries Literacy Numeracy (mean score) (mean score) Problem solving in technology-rich environments (% at level 2 or 3) OECD National entities Significantly above the average Not significantly different from the average Significantly below the average Australia Austria Canada Czech Republic Denmark Estonia Finland France Germany Ireland Italy Japan Korea Netherlands Norway Poland Slovak Republic Spain Sweden United States 280 268 38 269 275 32 273 265 37 274 276 33 271 278 39 276 273 28 288 282 42 262 254 m 270 272 36 267 256 25 250 247 m 296 288 35 273 263 30 284 280 42 278 278 41 267 260 19 274 276 26 252 246 m 279 279 44 270 253 31 275 280 35 272 262 35 273 269 34 Sub-national entities Flanders (Belgium) England/N. Ireland (UK) Average
  • Summary of proficiency in key information-processing skills (16-24 year-olds) Literacy Numeracy (mean score) (mean score) Aus tralia Aus tria Canada 284 270 278 279 276 268 Czech Republic 281 278 Denm ark 276 273 Es tonia 287 279 Finland France Germ any Ireland Italy Japan Korea Netherlands Norway Poland Slovak Republic Spain Sweden United States 297 285 275 263 279 275 271 258 261 251 299 283 293 281 295 285 275 271 281 269 276 278 264 255 283 278 272 249 285 283 266 257 280 271 Countries OECD National entities Significantly above the average Not significantly different from the average Significantly below the average Sub-national entities Flanders (Belgium ) England/N. Ireland (UK) Average
  • Proficiency in literacy among adults Percent 45 40 35 30 25 Spain 20 Average 15 10 5 0 Below Level 1 Level 1 Level 2 Level 3 Level 4 Level 5 Missing
  • 100 Japan Slovak Republic Czech Republic Korea Austria Estonia Italy Northern Ireland (UK) Average Norway Flanders (Belgium) Denmark Germany Ireland Poland England/N. Ireland… England (UK) Netherlands France Australia Spain Finland United States Canada Sweden Differences in literacy proficiency between 5th and 95th percentile Score-point difference 170 160 150 140 130 120 110
  • What adults can do Numeracy Japan Finland Sweden Denmark Netherlands Slovak Republic Czech Republic Norway Estonia Austria Flanders (Belgium) Russian Federation³ Germany Average Australia Canada Korea Poland England/N. Ireland (UK) Ireland France Italy United States Spain 1,2 0,0 0,0 0,4 2,3 0,3 0,6 2,2 0,4 1,8 5,2 0,3 1,5 1,2 1,9 0,9 0,3 0,0 1,4 0,5 0,8 0,7 4,2 0,8 % 80 10 60 40 Level 2 Level 1 20 Below Level 1 0 20 Level 3 40 Level 4/5 60 No information 80
  • Proficiency in problem solving in technology-rich environments among adults (excluding countries without scores) Sweden Finland Netherlands Norway Denmark Australia Canada Germany England/N. Ireland (UK) Japan Flanders (Belgium) Average Czech Republic Austria United States Korea Estonia Russian Federation³ Slovak Republic Ireland Poland Percent 0,1 0,1 2,3 2,2 0,4 2,7 1,9 1,5 1,6 1,3 5,2 1,5 0,6 1,8 4,3 0,3 0,5 0,0 0,3 0,6 0,0 Percent 100 80 60 40 Level 1 Level 2 Opted out of the computer based assessment No information 20 0 20 40 60 80 100 Below Level 1 Level 3 Failed ICT core or had no computer experience
  • 2.10a&b Proficiency in problem solving in technology-rich environments among adults and young adults Young adults (16-24 year-olds) All adults (16-65 year-olds) Sweden Finland Netherlands Norway Denmark Australia Canada Germany England/N. Ireland (UK) Japan Flanders (Belgium) Average Czech Republic Austria United States Korea Estonia Slovak Republic Ireland Poland 70 50 Percent 30 10 Level 2 10 Level 3 30 50 70 Percent
  • Relationship between problem solving in technology-rich environments and literacy, numeracy Below Level 1 Opted out of the computer-based assessment Level 2 Level 3 Literacy No computer experience Failed ICT core Level 1 Numeracy 150 175 200 225 250 275 300 325 350 Score375
  • Literacy proficiency: score differences by educational attainment Score point difference 70 60 50 40 30 20 10 0 -10 14 Difference between tertiary and below upper secondary Difference between tertiary and upper secondary
  • 5.6a (N) Mean numeracy proficiency in PISA and in the Survey of Adult Skills Mean mathematics score in PISA 2003 and numeracy score in the Survey of Adult Skills 2012, 23-25 year-olds PISA score 570 550 Korea Canada 530 Australia Denmark 510 Ireland 490 United States Poland Finland Netherlands Japan Czech Republic Sweden Austria Germany Slovak Republic Norway Spain Italy 470 450 220 230 240 250 260 270 280 290 300 310 320 Survey of Adult Skills score
  • 5.6a (L) Mean literacy proficiency in PISA and in the Survey of Adult Skills Mean reading score in PISA 2000 and literacy score in the Survey of Adult Skills 2012, 26-28 year-olds PISA score 570 550 Ireland 530 Finland Canada Australia Korea Japan Sweden 510 United States Spain 490 Austria Italy Poland Norway Denmark Czech Republic Germany 470 450 260 270 280 290 300 310 Survey of Adult Skills score 320
  • Relationship between skills proficiency and age Score 325 300 275 250 225 200 15 20 25 Literacy - Average 30 35 40 45 Numeracy - Average 50 55 Literacy - Spain 60 Age 65
  • Literacy skills in younger and older generations Norway Average 16-24 year-olds US Average 16-65 year-olds Average 55-65 year-olds UK Germany France Finland Spain Korea 220 230 240 250 260 270 280 290 Score300
  • 5.7 (L) Participation rate in adult education by literacy proficiency levels Percent All adult education and training 100 80 60 40 20 0 Below level 1 Level 1 Level 2 Level 3 Level 4/5
  • Reading at work and literacy proficiency Score 325 Average Spain 300 275 250 225 Lowest practice Highest practice Reading at work
  • Reading outside work and literacy proficiency Score 325 Average Spain 300 275 250 225 Lowest practice Highest practice Reading outside work
  • 3.14 Literacy proficiency: score differences between native- and foreign-born adults Score point difference 70 60 50 40 30 20 10 0 -10 Unadjusted Adjusted
  • Relationship between literacy proficiency and socio-economic background among adults Score 320 Steeper line indicates a sharper rise in proficiency with parents’ education 300 280 260 240 Australia Spain Japan United States Average 220 Less than upper secondary Upper secondary Tertiary Parents’ level of educational attainment
  • Use of skills at work Most frequent use = 4 2,4 Average 2,2 Italy Index of use 2 Japan 1,8 Spain 1,6 United States 1,4 Reading at work Writing at work Least frequent use = 0 Numeracy at work ICT at work Problem solving at work
  • Use of skills at work Most frequent use = 4 3,6 3,4 Average 3,2 3 Italy Index of use 2,8 2,6 Japan 2,4 2,2 2 Spain 1,8 1,6 United States 1,4 Task discretion Least frequent use = 0 Learning Influencing Co-operative Self-organising Dexterity Physical
  • 4.10 Mean ICT use at work and at home, by age group 16-24 1 1,2 2,4 1,4 1,6 55-65 1,8 2 2,2 2,4 2,4 England/N. Ireland (UK) Australia United States Netherlands Estonia Canada Italy United States Denmark Flanders (Belgium) Ireland Czech Republic Slovak Republic Korea Flanders (Belgium) Spain Czech Republic Australia Norway Slovak Republic Poland Netherlands Slovak Republic Finland England/N. Ireland (UK) Estonia Denmark Italy Canada Norway Flanders (Belgium) Germany Austria Germany Spain Estonia Poland Sweden Finland Sweden Ireland Poland Japan England/N. Ireland (UK) Czech Republic Italy Austria Spain 2,2 2 ICT use at work 25-54 Korea 1,8 Japan 1,6 Korea 2,2 2 1,8 United States Austria Australia Ireland 1,6 Germany Canada Netherlands 1,4 1,4 Denmark Sweden Norway Finland 1,2 1,2 Japan 1 1 1 1,2 1,4 1,6 1,8 ICT use at home 2 2,2 2,4 2,6
  • Percentage of workers who are over or under qualified over- or under-skilled in literacy Sweden Finland Canada Netherlands Estonia Poland Denmark Flanders… England/N.… Norway United States Australia Japan Average Korea Italy Slovak… Germany Ireland Czech… Spain Austria Under-qualification Over-qualification % 40 % 30 20 10 0 0 Under-skilled Over-skilled 5 10 15 20 %
  • 6.5 The effect of education and literacy on labour market participation 2 1,8 1,6 1,4 1,2 1 0,8 Odds ratio Years of education Proficiency in literacy Statistically significant differences are marked in a darker tone
  • 6.7 The effect of education and literacy on wages % 30 25 20 15 10 5 0 Years of education Proficiency in literacy
  • 6.13(L) Reported health and literacy proficiency Odds ratio 5 Reference group: Level 4/5 4 3 2 1 0 Level 2 Level 1 or below Statistically significant differences are marked in a darker tone
  • 6.11(L) Volunteering and literacy proficiency Statistically significant differences are marked in a darker tone Odds ratio 5 Reference group: Level 1 or below 4 3 2 1 0 Level 2 Level 3 Level 4/5
  • Key issues • Low levels of proficiency in literacy and numeracy across the adult population • Young adults perform considerable better than their older compatriots. However, proficiency of young people is still low relative to that of their peers in other participating countries. • Immigrants have particularly poor skills in the languages of Spain • Proficiency in literacy and numeracy matters: • Higher levels of literacy and numeracy are associated with better chances of employment and higher wages as well as better ‘non-economic’ outcomes
  • Data products Data Explorer Public Use File (some countries have suppressed or coarsened data) Background Questionnaire Codebook SAS and STATA tools IEA Data Analyser Technical Report Education and Skills On-line (forthcoming)
  • Find Out More About PIAAC at: www.oecd.org/site/piaac All national and international publications Email william.thorn@OECD.org The complete micro-level database Thank you