The OECD plans to analyze results from the Survey of Adult Skills (PIAAC) in several reports from 2013-2015. PIAAC directly assesses literacy, numeracy, and problem solving skills in technology-rich environments. It also collects information on how these skills are used at work. The first international report will provide an overview of skills trends, cross-country comparisons, and links between skills and labor market outcomes. Subsequent thematic reports will analyze topics like digital literacy, skills mismatch, and skill gains over the lifespan. PIAAC results could shed light on issues like the proportion of adults with low skills, effectiveness of adult learning systems, and skills used in a digital world.
HLEG thematic workshop on "Inequality of Opportunity", Dirk van DammeStatsCommunications
Presentation at the HLEG thematic workshop on "Inequality of Opportunity", 14 January 2015, Paris, France, http://oe.cd/HLEG-workshop-inequality-opportunity-2015
Andreas Schleicher - OECD/Japan Seminar: Official launch of the TALIS results where Ministers discussed how to best shape teacher policy so as to have the strongest impact on the quality of the learning environment.
(25-26 June, 2014)
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Globalisation brings innovation, new experiences and higher living standards, but it equally contributes to economic inequity and social division. That’s why this generation requires new capacities. Young people need to collaborate with people from different disciplines, cultures and value systems, in a way that solves complex problems and creates economic and social capital. They need to bring judgement and action to difficult situations in which people’s beliefs and standards are at odds.
For some years, educators have been discussing how best to build these capacities. Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And can students learn to mobilise knowledge, skills, values and attitudes, in order to act creatively, collaboratively and ethically?
These issues are now at the heart of international education discussion.
This expert meeting of the ESSSA initiative will provide a unique opportunity to share international experience in addressing the issue of skills mismatch as a way to contribute to more inclusive growth and good quality job creation across Southeast Asian countries.
HLEG thematic workshop on "Inequality of Opportunity", Dirk van DammeStatsCommunications
Presentation at the HLEG thematic workshop on "Inequality of Opportunity", 14 January 2015, Paris, France, http://oe.cd/HLEG-workshop-inequality-opportunity-2015
Andreas Schleicher - OECD/Japan Seminar: Official launch of the TALIS results where Ministers discussed how to best shape teacher policy so as to have the strongest impact on the quality of the learning environment.
(25-26 June, 2014)
A proposal for the PISA 2018 Assessment of Global CompetenceEduSkills OECD
Globalisation brings innovation, new experiences and higher living standards, but it equally contributes to economic inequity and social division. That’s why this generation requires new capacities. Young people need to collaborate with people from different disciplines, cultures and value systems, in a way that solves complex problems and creates economic and social capital. They need to bring judgement and action to difficult situations in which people’s beliefs and standards are at odds.
For some years, educators have been discussing how best to build these capacities. Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And can students learn to mobilise knowledge, skills, values and attitudes, in order to act creatively, collaboratively and ethically?
These issues are now at the heart of international education discussion.
This expert meeting of the ESSSA initiative will provide a unique opportunity to share international experience in addressing the issue of skills mismatch as a way to contribute to more inclusive growth and good quality job creation across Southeast Asian countries.
Attracting Top Talent: How To Prepare Your Job Descriptions To Fuel Your Recr...HRTMS
Do your recruiters have the most accurate job descriptions at their fingertips when they create new job postings? Or do they cut/paste and invent new ones just to meet daily demands and deadlines? An accurate job description is essential in attracting the ideal candidate. Wouldn’t it be great if a well-written and complete repository of job descriptions could integrate directly with your recruiting software? Join us as Mitch Stephens discusses how you can help attract the right talent and avoid costly hiring mistakes.
The mission of the Center for Curriculum Redesign (CCR) is to answer this timely question, and openly propagate its recommendations and frameworks on a worldwide basis.
- See video at: https://www.youtube.com/watch?v=n7dgWnPIENU and more at: http://curriculumredesign.org/
Attracting Top Talent: How To Prepare Your Job Descriptions To Fuel Your Recr...HRTMS
Do your recruiters have the most accurate job descriptions at their fingertips when they create new job postings? Or do they cut/paste and invent new ones just to meet daily demands and deadlines? An accurate job description is essential in attracting the ideal candidate. Wouldn’t it be great if a well-written and complete repository of job descriptions could integrate directly with your recruiting software? Join us as Mitch Stephens discusses how you can help attract the right talent and avoid costly hiring mistakes.
The mission of the Center for Curriculum Redesign (CCR) is to answer this timely question, and openly propagate its recommendations and frameworks on a worldwide basis.
- See video at: https://www.youtube.com/watch?v=n7dgWnPIENU and more at: http://curriculumredesign.org/
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Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
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In this work, we construct the measures that have a potential to reflect the willingness
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Geoff Mulgan, CEO of Nesta UK's presentation on The Paradoxes of Ageing and How to Overcome Them at the Business of Aging Summit 2012 held on April 30, 2012 at the MaRS Discovery District.
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Group Presentation 2 Economics.Ariana Buscigliopptx
What can we expect from the OECD Survey of Adult Skills (PIAAC) – in 2013 and in the years to come?
1. WHAT CAN WE EXPECT FROM
THE OECD SURVEY OF ADULT
SKILLS (PIAAC) – IN 2013 AND
IN THE YEARS TO COME?
William Thorn, OECD
2. Objectives
• Provide an overview of:
– the OECD’s plans for the analysis of PIAAC
results, and
– some of the areas in which PIAAC results will
be of particular relevance, interest and novelty
3. Recapping: the content of the
assessment
• Direct assessment of key information processing
skills
– Literacy (including reading components), numeracy,
problem solving in technology-rich environments (PS-
TRE)
• Information on the use of literacy, numeracy and
problem solving at work and elsewhere
• Information on use of a range of other generic skills
at work
– Interaction, organisation (self and others), learning and
physical skills
• Information on antecedents and outcomes
4. Design features
• Target population – 16-65 year olds resident in
national territory
• Sample: probability sample representative of
target population
• Linked to ALL and IALS in domains of literacy
and numeracy
5. Links to previous adult surveys
PIAAC ALL (2003-2006) IALS (1994-1998)
Literacy (combined prose and Literacy (rescaled to combine Literacy (rescaled to combine
document) prose and document) prose and document)
Prose literacy Prose literacy
Document literacy Document literacy
Reading components
Numeracy Numeracy
Quantitative literacy
Problem solving in technology-
rich environments
Problem solving
6. Innovative elements
• Proficiency in information processing in ICT
environments
– Reading of digital texts
– Problem solving in technology rich environments
• Information regarding poor readers
– Reading components
• Richer information regarding the use of skills
– In particular, the use of generic skills
7. The first international report
• Comprehensive and descriptive
• 2 volumes – Vol. 1: analysis and Vol. 2: methodology
• Vol. 1 will contain six chapters
– Context: skills and trends in technology, the labour market an
society
– Cross-country comparisons of the level and distribution of adult
skills
– The distribution of proficiency among various socio-
demographic groups in different countries
– The skill proficiency of workers and the use of their skills in the
workplace
– Developing and sustaining information processing skills
– The link between information processing skills and outcomes
8. Thematic reports
• Programme of analysis over 2014-2015
• Six thematic reports proposed:
– Skills and labour market outcomes
– The use of skills in the workplace
– A closer look at the population with low levels of
proficiency
– Digital literacy, problem solving in TRE and ICT
use
– Trends in proficiency, ageing and the
determinants of skills
– Skills mismatch
9. Areas in which PIAAC could make an
impact
• Proportion of adults with low proficiency
– Both IALS and ALL found that a large
proportion of population had low proficiency
in literacy and numeracy and that poor
literacy was linked to poor outcomes (e.g.
unemployment, inactivity and low wages)
– Significant policy impact in some countries
(e.g. Australia, Ireland, Netherlands, NZ, UK)
– PIAAC provides up-to-date measures and
repeated measures for many countries
10. Areas in which PIAAC could make an
impact
• Effectiveness of adult learning systems
– Variations between countries
– Is there a Nordic model? (Richard Desjardins
has already talked about this)
– Importance of what happens in schools
– Learning gains after end of compulsory
schooling (To what extent does PISA provide
a summary measure of the quality of output
from initial education?)
11. PISA and PIAAC
PISA cohort Age in 2011/12
2000 27-28
2003 24-25
2006 21-22
2009 18-19
2012 15-16
12. Areas in which PIAAC could make an
impact
• Information processing in a digital world
13.
14.
15.
16. Areas in which PIAAC could make an
impact
• Information processing in a digital world
– Who is best placed to benefit?
– Is there a ‘digital divide’?
– Skills for ‘production or ‘consumption’?
• Wide range of information in PIAAC
– Proficiency (PS-TRE, reading digital texts)
– Use of ICTs
– Can link to other statistics on access, diffusion
17. Areas in which PIAAC could make an
impact
• Skill gain and loss over the lifecycle
– Disentangling period, cohort and aging effects
– Important issue given demographic
developments and policies to increase labour
force participation of older people
18. Cohort effects: comparing different cohorts of same
age in both surveys
Literacy skill proficiency
310
300
290
Cohort effects
AUSTRALIA
280
270
Trend of net negative
260 cohort effects
between 1996 and 2006
250 for adults aged 16-21 Trend of net positive
cohort effects
240 between 1996 and 2006
for adults aged 43-65
230
220
20 25 30 35 40 45 50 55 60 65 Age in 1996
210
Age in 2006
15 20 25 30 35 40 45 50 55 60 65
Positive cohort effects - skill gain Negative cohort effects - skill loss
Increase significant (p<.05) Decrease significant (p<.05)
Trend score in 1996 (adults aged 16-65) Trend score in 2006 (adults aged 16-65)
Source: IALS, 1996; ALLS, 2006.
19. Ageing effects: comparing same cohorts 10 years
later
Literacy skill proficiency
310
300
Ageing effects
290
AUSTRALIA
280
270 Trend of net Trend of net negative
positive ageing effects
260 ageing effects after 10 years
after 10 years for adults aged
250 for adults aged 29-55 in 1996
16-28 in 1996
240
230
220
15 20 25 30 35 40 45 50 55 Age in 1996
210
15 20 25 30 35 40 45 50 55 60 65 Age in 2006
Negative ageing effects - skill loss Positive ageing effects - skill gain
Increase significant (p<.05) Decrease significant (p<.05)
Trend score in 1996 (adults aged 16-55) Trend score in 2006 (adults aged 26-65)
Source: IALS, 1996; ALLS, 2006.
20. Areas in which PIAAC could make an
impact
• Qualifications and skills match and mismatch
– A recurrent theme over at least 30 years with a
renewed burst of interest
• PIAAC provides a way of looking at the issue
in a range of ways
– Qualifications mismatch - ‘objective’ and
‘subjective’ measures available
– Skills mismatch – ‘objective’ and ‘subjective’
measures
22. 1 Less than upper secondary (Less than ISCED 3)
2 Upper secondary (ISCED 3)
3 Post secondary, non-tertiary (ISCED 4)
4 Tertiary (ISCED 5B or higher)
Source: Adult Literacy and Life Skills Survey, 2003.
Editor's Notes
As is mentioned in the literature review, very interesting work has been done using IALS in conjunction with other data sets. Obviously, one of the interesting about PIAAC is that it will give us information about the age groups that have undertaken PISA. As can be seen from the table, the PISA 2000 cohort will be aged 27-28 at the time the main data collection for PIAAC is taking place.