1) The document analyzes data from the Survey of Adult Skills (PIAAC) to explore how skills proficiency affects employment outcomes and how skills are used in the workplace across 24 countries.
2) It finds that higher skills proficiency is positively associated with labor force participation, employment rates, and higher wages. However, differences in skills levels between employed and unemployed individuals are small, indicating unrealized potential.
3) Skills use varies by occupation, education, gender, and firm size, among other factors. Mismatch between skills proficiency and use can lead to wage penalties. Many jobs still require only basic skills.
4) Overlap between qualifications mismatch and skills mismatch is limited. Overqualified workers
PIAAC Session at COABE 2015_Jill Castek PresentationAIRPIAAC
Powerpoint slides from Jill Castek's presentation at COABE 2015 Conference on "Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally".
Numeracy Achievement Gaps of Low- and High-Performing Adults: An Analysis Wit...AIRPIAAC
David Miller, managing director at AIR, gave a presentation at the Adults Learning Mathematics (ALM) conference in July 2018 about the numeracy skills of countries' low- and high-performing adults.
Skills matter - Additional results from the survey of adult skills EduSkills OECD
In the wake of the technological revolution that began in the last decades of the 20th century, labour-market demand for information-processing and other high-level cognitive and interpersonal skills have been growing substantially. Based on the results from the 33 countries and regions that participated in the 1st and 2nd round of the Survey of Adult Skills in 2011-12 and in 2014-15, this report describes adults’ proficiency in three information-processing skills, and examines how proficiency is related to labour-market and social outcomes. It also places special emphasis on the results from the 3rd and final round of the first cycle of PIAAC in 2017-18, which included 6 countries (Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States). The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in three information-processing skills: literacy, numeracy and problem-solving in technology-rich environments.
Education & Skills Online is an assessment tool designed to provide individual-level results that are linked to the OECD Survey of Adult Skills (PIAAC) measures of literacy, numeracy and problem solving in technology-rich environments. All results are comparable to the measures used in PIAAC and can be benchmarked against the national and international results available for the participating countries. In addition, the assessment contains non-cognitive measures of skill use, career interest, health and well-being, and soon also behavioral competencies.
Skills are an investment in the future, that help to ensure that individuals are well equipped to adapt to economic and social change, employers can find the skills they need to produce, innovate and grow and society is prosperous and cohesive.
PIAAC Session at COABE 2015_Jill Castek PresentationAIRPIAAC
Powerpoint slides from Jill Castek's presentation at COABE 2015 Conference on "Using PIAAC's Education and Skills Online to Examine Adults' Skills Locally".
Numeracy Achievement Gaps of Low- and High-Performing Adults: An Analysis Wit...AIRPIAAC
David Miller, managing director at AIR, gave a presentation at the Adults Learning Mathematics (ALM) conference in July 2018 about the numeracy skills of countries' low- and high-performing adults.
Skills matter - Additional results from the survey of adult skills EduSkills OECD
In the wake of the technological revolution that began in the last decades of the 20th century, labour-market demand for information-processing and other high-level cognitive and interpersonal skills have been growing substantially. Based on the results from the 33 countries and regions that participated in the 1st and 2nd round of the Survey of Adult Skills in 2011-12 and in 2014-15, this report describes adults’ proficiency in three information-processing skills, and examines how proficiency is related to labour-market and social outcomes. It also places special emphasis on the results from the 3rd and final round of the first cycle of PIAAC in 2017-18, which included 6 countries (Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States). The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in three information-processing skills: literacy, numeracy and problem-solving in technology-rich environments.
Education & Skills Online is an assessment tool designed to provide individual-level results that are linked to the OECD Survey of Adult Skills (PIAAC) measures of literacy, numeracy and problem solving in technology-rich environments. All results are comparable to the measures used in PIAAC and can be benchmarked against the national and international results available for the participating countries. In addition, the assessment contains non-cognitive measures of skill use, career interest, health and well-being, and soon also behavioral competencies.
Skills are an investment in the future, that help to ensure that individuals are well equipped to adapt to economic and social change, employers can find the skills they need to produce, innovate and grow and society is prosperous and cohesive.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
Finding Ways to Strengthen Integrity Through Institutional Reform and Better ...EduSkills OECD
Education in Ukraine is marked by integrity violations from early childhood education and care through postgraduate study. In the past decade policy makers and civic organisations have made progress in addressing these challenges. However, much remains to be done. OECD Reviews of Integrity in Education: Ukraine 2017 aims to support these efforts.
The review examines systemic integrity violations in Ukraine. These include: preferential access to school and pre-school education through favours and bribes; misappropriation of parental contributions to schools; undue recognition of learning achievement in schools; paid supplementary tutoring by classroom teachers; textbook procurement fraud; and, in higher education, corrupt access, academic dishonesty, and unwarranted recognition of academic work.
The report identifies how policy shortcomings create incentives for misconduct and provide opportunities for educators and students to act on these incentives. It presents recommendations to address these weaknesses and strengthen public trust in a merit-based education system. The audience of this report is policy makers, opinion leaders and educators in Ukraine.
PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life ...EduSkills OECD
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Valuing our teachers and raising their status - how communities can helpEduSkills OECD
There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world. This will involve teachers and schools forging stronger links with parents and local communities, building a sense of social responsibility and problem solving skills among their students. It also means that teachers need to adopt effective and individualised pedagogies that foster student learning and nurture their social and emotional skills. How can education systems help them engage in continuous innovation and professional development to enhance their own practice?
This report shows how education systems can support teachers to meet these new demands and encourage a paradigm shift on what teaching and learning are about and how they should happen. Education systems need to create the conditions that encourage and enable innovation. They need to promote best practice through policies focused on professionalism, efficacy and effectiveness in order to help build teachers’ capacity for adopting new pedagogies. Due attention should also be paid to teachers’ sense of well-being so that classroom learning environments remain conducive to students’ own well-being and development.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnect...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings from this latest PISA report.
TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
Understanding teachers and school leaders as “professionals” means having high expectations of them as advanced knowledge workers. It means they should not only conduct their work in an effective manner, but also strive to improve their skills throughout their career, collaborate with colleagues and parents to work towards school improvement,and think creatively about the challenges they face. However, if we expect teachers and schools leaders to act as professionals, we should treat them as such. This report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.Based on the voice of teachers and school leaders, the report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers.The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.
This presentation was given by Stéphan Vincent-Lancrin at the Public Conference “Innovation in education : What has changed in the classroom in the past decade?”.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and educational organisations and how students use learning resources. We should know much more about how teachers change their professional development practices, how schools change their ways to relate to parents, and, more generally, to what extent change and innovation are linked to better educational outcomes. This would help policy makers to better target interventions and resources, and get quick feedback on whether reforms do change educational practices as expected. This would enable us to better understand the role of innovation in education.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
Educating students for their future, rather than our past (Education World F...EduSkills OECD
Addressing educational under-performance makes economic growth more inclusive and expands the size of the economy The increase in average earnings from attaining universal basic skills amounts to some 4.2% across the 28 countries with universal enrolment in secondary schools. This increase is accompanied by a 5.2% average reduction in the achievement-induced part of the standard deviation of earnings and thus differs from simple tax and redistribution schemes that might change income distribution but would not add to societal output. Policies to improve knowledge capital will also promote inclusion and a more equitable income distribution
Preparing Students for the 4th Industrial Revolution Implications for Scien...EduSkills OECD
Presented by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
In 2015 over half a million students, representing 28 million 15-year-olds in 72 countries and economies, took the internationally agreed two-hour test. Students were assessed in science, mathematics, reading, collaborative problem solving and financial literacy.
Science Teachers' Satisfaction - Evidence from the PISA 2015 Teacher SurveyEduSkills OECD
Teachers play a vital role in the lives of their students. They impart knowledge, provide pastoral care, act as role models and, above all, create an effective learning environment. However, teaching is fraught with numerous challenges that could lead to dissatisfaction and to eventually leaving the profession
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
Does having digital skills really pay offJi-Eun Chung
Having the highest levels of skills in problem solving using ICT (information and communication technologies) increases chances of participating in the labour force by six percentage points compared with adults who have the lowest levels of these skills, even after accounting for various other factors, such as age, gender, level of education, literacy and numeracy proficiency, and use of e-mail at home. Adults without ICT experience are less likely to participate in the labour force; if they are employed, they earn less than adults with ICT experience, after accounting for various other factors. Experience in using ICT has a particularly large impact on participation in the labour force and earnings in Australia, England/Northern Ireland (UK) and the United States. Workers who use ICT frequently have substantially higher wages than those who do not use ICT often.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
The Education Policy Outlook 2018 - Putting Student Learning at the CentreEduSkills OECD
Taking the students’ perspective, Education Policy Outlook 2018: Putting Student Learning at the Centre analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2017) with various education policies adopted between 2008 and 2014. This report includes around 200 policies spanning from early childhood education and care (ECEC) to higher education and lifelong learning on topics such as: improving the quality and access to ECEC, promoting education success for all students, reducing the negative impact of some system-level policies and practices, increasing completion of upper secondary education, developing quality vocational education and training, enhancing the quality of tertiary education, supporting transitions across education pathways and the labour market.
Finding Ways to Strengthen Integrity Through Institutional Reform and Better ...EduSkills OECD
Education in Ukraine is marked by integrity violations from early childhood education and care through postgraduate study. In the past decade policy makers and civic organisations have made progress in addressing these challenges. However, much remains to be done. OECD Reviews of Integrity in Education: Ukraine 2017 aims to support these efforts.
The review examines systemic integrity violations in Ukraine. These include: preferential access to school and pre-school education through favours and bribes; misappropriation of parental contributions to schools; undue recognition of learning achievement in schools; paid supplementary tutoring by classroom teachers; textbook procurement fraud; and, in higher education, corrupt access, academic dishonesty, and unwarranted recognition of academic work.
The report identifies how policy shortcomings create incentives for misconduct and provide opportunities for educators and students to act on these incentives. It presents recommendations to address these weaknesses and strengthen public trust in a merit-based education system. The audience of this report is policy makers, opinion leaders and educators in Ukraine.
PISA 2012 - Creative Problem Solving: Students’ skills in tackling real-life ...EduSkills OECD
The capacity to engage creatively in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious (including motivational and affective aspects).
TALIS 2018 - Teacher professionalism in the face of COVID-19 (Paris, 23 Mar...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
TALIS 2018 - Teacher professionalism in the face of COVID-19 (London, 23 Marc...EduSkills OECD
The world is currently facing a health pandemic and sanitary crisis without precedent in our recent history.
This has affected the normal functioning of education systems worldwide. Nearly all of the 48 countries and economies participating in TALIS are now facing mass and prolonged school closures on all or significant parts of their territory, and UNESCO estimates that 1.25 billion learners are impacted worldwide – i.e. nearly 73% of total enrolments.
This is a major external shock on the operations of our schools and the work of our teachers, who have had to move to distance and digital education offerings within a few days. It is also a major shock and challenge for parents who have been turned into home-schoolers overnight, with no training for this!
This is an odd timing to present the findings of a report depicting the functioning of schools and the work of teachers “before Covid-19”. And although there are lots of interesting things in this report, this is not a priority for today.
Today, I would like to reflect instead on how school and teachers can adapt to these dire circumstances and carry forward their teaching.
Today, I would like to focus on TALIS findings that can help educational systems as they deal with the crisis, and think forward in working out possible strategies to cope with these circumstances.
Today, I would like to convey hope that we can count on teachers to rise to the challenges.
Valuing our teachers and raising their status - how communities can helpEduSkills OECD
There is increasing recognition that teachers will play a key role in preparing students for the challenges of the future. We expect teachers to equip students with the skill set and knowledge required for success in an increasingly global, digital, complex, uncertain and volatile world. This will involve teachers and schools forging stronger links with parents and local communities, building a sense of social responsibility and problem solving skills among their students. It also means that teachers need to adopt effective and individualised pedagogies that foster student learning and nurture their social and emotional skills. How can education systems help them engage in continuous innovation and professional development to enhance their own practice?
This report shows how education systems can support teachers to meet these new demands and encourage a paradigm shift on what teaching and learning are about and how they should happen. Education systems need to create the conditions that encourage and enable innovation. They need to promote best practice through policies focused on professionalism, efficacy and effectiveness in order to help build teachers’ capacity for adopting new pedagogies. Due attention should also be paid to teachers’ sense of well-being so that classroom learning environments remain conducive to students’ own well-being and development.
Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
What can schools do to develop positive, high-achieving students? Insights fr...EduSkills OECD
The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this?
By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – a new OECD report identifies the teacher and school factors that matter most for student achievement and social-emotional development.
In this presentation, OECD Director for Education and Skills Andreas Schleicher unveils the new findings and looks at the implications for policy makers, students and teachers across the world.
Scotland's Curriculum for Excellence: Into the Future. Report presentationBeatriz Pont
Students in Scotland (UK) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Presentation of Starting Strong IV by Montserrat Gomendio, OECDEduSkills OECD
Presentation of Starting Strong IV, the new report by the OECD on monitoring quality in early childhood education and care, launched on 28 October 2015 at the International Early Childhood Education and Care Event on Monitoring Quality in Dublin
The design of school learning environments can foster, or hinder, the teaching and learning of 21st century skills. By the time students complete their compulsory education, they will have spent many thousands of hours within school buildings. The same holds true for their teachers and school leaders who all too often are obliged to adapt to existing layouts in schools, rather than shape them actively.
The OECD School User Survey: Improving Learning Spaces Together gives voice to those who use schools on a daily basis. This unique OECD tool consists of three self-assessment questionnaires designed for students, teachers and school leaders. They can be used to collect and triangulate evidence on the actual use of learning spaces, as well as to solicit user perspectives.
Survey results can be used at the school level to support continuous improvement and the intelligent use or refurbishment of educational facilities. They can provide deeper insights into how physical learning environments shape teaching practices and affect students’ learning outcomes and well-being.
PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnect...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings from this latest PISA report.
TALIS 2018 Pre-Launch Webinar - New insights on teaching and learning - What ...EduSkills OECD
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1. Workers’ skills and how they are used at work
GLENDA QUINTINI
Directorate for Employment, Labour and Social Affairs
OECD
1
2. Paper motivation:
• Proficiency matters for labour force participation and wages
•
Survey of Adult Skills (PIAAC) provides an opportunity to test how skills – not
education – affect labour market outcomes;
• PIAAC also has rich Job Requirement Module which allows distilling
information on skills use at work;
•
Skills use at work influences labour productivity and reflects the distribution of
workers across occupations
• Combining information on skills proficiency and use helps assess incidence of
skills mismatch and the extent to which it leads a “waste” of human capital;
• PIAAC provides internationally comparable data to explore these issues in 24
countries
3. Paper content:
• Explores how proficiency affects labour market outcomes: employment,
labour force participation, hourly wages;
• Assesses the use of information processing and other generic skills in the
workplace and how it varies by socio-demographic and job characteristics;
• Compares measures of competence – education and skills proficiency – with
requirements at work to develop measures of qualification and skills
mismatch;
• Identifies consequences of mismatch on wages and skills use.
Paper currently covers 21 countries – plans to add France and Russia to the final
version
4. Proficiency and labour market outcomes
• Proficiency (in literacy but also numeracy and problem solving) is positively
and independently associated with:
•
•
•
The probability of participating in the labour force (employed + unemployed);
The probability of being employed;*
Higher hourly wages
• YET, differences between mean literacy (or numeracy and problem solving) of
employed, unemployed and inactive individuals are small pointing to pool of
unexploited human capital;
5. Employment rate by proficiency level
100
90
80
70
60
50
40
Literacy level 1 and below
Literacy level 3
Literacy level 2
Literacy levels 4 and 5
6. Unemployment to population ratios by proficiency level
20
15
10
5
0
Literacy level 1 and below2
Literacy level 3
Literacy level 2
Literacy levels 4 and 5
7. The effect of education and literacy on labour market
participation
2
1.8
1.6
1.4
1.2
1
0.8
Odds ratio
Statistically significant
differences are marked in
a darker tone
Effect of 3 additional years of education
Effect of 46 more points of literacy proficiency (close
to 1 level)
8. Median hourly wages by proficiency level
25th, 50th and 75th percentiles of the wage distribution
Literacy level 1 and below
25th percentile
Literacy level 2
50th percentile
Literacy level 3
75th percentile
United States
Ireland
0
Norway
0
Denmark
5
Canada
5
Germany
10
England/N. Ireland (UK)
10
Netherlands
15
Austria
15
Flanders (Belgiium)
20
Australia
20
Korea
25
Average
25
Finland
30
Spain
30
Sweden
35
Japan
35
Italy
40
Poland
40
Estonia
45
Czech Republic
45
Slovak Republic
Hourly wages in USD
Literacy levels 4 and 5
9. The effect of education and literacy on wages
%
30
Effect of 3 additional years of education
25
Effect of 46 more points of literacy proficiency
(close to 1 level)
20
15
10
5
0
10. Mean literacy score by labour force status
300%
290
280
270
260
250
240
230
220
210
200
Employed
Unemployed
Out of the labour force
11. Assessing skills use at work using PIAAC
• Information on tasks carried out at work can be combined to
obtain indices of skills use
• The frequency of some tasks is used directly to measure skills use
• One task for each skills use variable;
• Varying from 1 (never use the skill) to 5 (skill used every day)
• Composite indices – more than one underlying task – are created
using sum-scales:
• Cronbach’s Alpha is used to test that items are grouped
appropriately. Resulting scale ranges from 1 to 5
12. Assessing skills use at work using PIAAC
Indicator
Group of tasks
Writing
Writing documents (letters, memos, e-mails, reports, forms)
Numeracy
Calculating prices, costs or budgets; use of fractions, decimals or percentages; use of calculators; preparing
graphs or tables; algebra or formulas; use of advanced math or statistics (calculus, trigonometry,
regressions)
ICT skills [workers who
have used a computer
before only]
Using e-mail, Internet, spreadsheets, word processors, programming languages; conducting transactions on
line; participating in online discussions (conferences, chats)
Problem solving
Facing hard problems (at least 30 minutes of thinking to find a solution)
Choosing or changing sequence of job tasks, the speed of work; choosing how to do the job
Learning at work
Other generic skills
Reading documents (directions, instructions, letters, memos, e-mails, articles, books, manuals, diagrams,
maps)
Task discretion
Information-processing skills
Reading
Learning new things from supervisors or co-workers; learning-by-doing; keeping up-to-date with new
products or services
Influencing skills
Instructing, teaching or training people; making speeches or presentations; advising people; planning others’
activities; persuading or influencing others; negotiating.
Co-operative skills
Co-operating or collaborating with co-workers
Self-organising skills
Organising one’s time and activities
Dexterity
Using skill or accuracy with one’s hands or fingers
Physical skills (gross)
Working physically for a long period
Indicators in
blue are
derived from
a single item
13. What skills are used most in the workplace
• On average, writing skills and ICT are used more frequently at
work than other information-processing skills (but only computer
users answer ICT questions)*
• Self-organising skills and dexterity used about once a week on
average, although variance of dexterity use is rather high*
• Influencing skills are least frequently used, reflecting their link
with occupational status
• Similar results when looking at high-frequency use as opposed to
average
• Information-processing skills often used in bundles – 20-25% of
workers use them with above median frequency
14. The use of information-processing skills at work
(selected countries)*
Index of use
Australia
United States
Average
Italy
Japan
5 Every day
4 At least
once a
week
3 At least
once a
month
2 Less than
once a
month
1 Never
Reading at
work
Writing at
work
Numeracy at
work
ICT at work
Problem
solving at
work
15. The use of generic skills at work
(selected countries)*
Index of use
Australia
5 Every day
4 At least
once a
week
3 At least
once a
month
2 Less than
once a
month
1 Never
United States
Average
Italy
Japan
16. The relevance of skills at work
• Skills use at work influences labour productivity*
• Skills use at work reflects primarily the distribution of workers across
occupations (job requirements) but proficiency and qualifications
matter too (workforce competences)*
• All things being equal, skills use is:
•
•
•
•
Lower for women than men
Lower for workers on fixed-term contracts and temporary workers
Lower for part-timers than full-timers (but questions formulation?)
Interesting – youth use ICT less than older counterparts at work but
more at home*
• Firm size matters for skills use, with larger firms using the skills of their
workforce more efficiency, all things equal
• Many jobs in most countries still require only basic qualifications*
17. Labour productivity and the use of reading skills
at work
4.6
(log) Labour productivity
4.4
4.2
Estimates adjusted for
proficiency in literacy and
numeracy
Slope = 1.118 (0.407)
R2 = 0.296
Ireland
Adjusted prediction
Slope = 1.643 (0.504)
R2 = 0.371
4
Spain
Italy
Norway
Netherlands
Denmark
Germany
United States
Austria
Sweden
Australia
3.8
Finland
Japan
3.6
3.4
Slovak Republic
3.2
Poland
Korea
Czech Republic
Canada
England/N. Ireland (UK)
Estonia
3
1.5
1.6
1.7
1.8
1.9
2
Use of reading skills at work
2.1
2.2
2.3
19. 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
20. Workers in high-skilled and unskilled jobs
Austria
Italy
Czech Republic
Slovak Republic
Japan
Germany
England/N. Ireland (UK)
Australia
Poland
Average
Ireland
United States
Netherlands
Spain
Sweden
Estonia
France
Norway
Denmark
Korea
Canada
Finland
Flanders (Belgium)
Low-skilled jobs: jobs
requiring primary
education or less
High-skilled jobs: jobs
requiring tertiary
education or more
Based on the respondent’s
view of what qualification is
required to get his/her job
today
30
20
10
0
10
20
30
40
50
60
%
21. The discrepancy between skills
proficiency and use
• The discrepancy between skills proficiency and use generates
pervasive mismatches which affect wages
• PIAAC provides options to derive several measures of
qualification mismatch as well as skills mismatch
• In this paper:
• Qualification mismatch = difference between worker’s
qualification and qualification that she thinks are needed to get
her job (+ over-qual. ; - under-qual);
• Skills mismatch = worker’s proficiency compared with proficiency
of workers reporting that they are neither over-skilled nor underskilled for their job (>max over-skilled; <min under-skilled)
22. Percentage of workers who are over or under qualified
over- or under-skilled in literacy
Sweden
Finland
Canada
France
Netherlands
Estonia
Poland
Denmark
Flanders (Belgium)
England/N. Ireland (UK)
Norway
United States
Australia
Cyprus
Japan
Average
Korea
Italy
Slovak Republic
Germany
Ireland
Czech Republic
Spain
Austria
Under-qualification
Over-qualification
% 40
%
30
20
10
0
Under-skilling
Over-skilling
0
5
10
15
20
%
23. Socio demographic determinants of mismatch
Little overlap between qualification and skills mismatch*
Literacy proficiency within qualification level explains some qualification
mismatch*:
• Over-qualified workers are less skilled than their well-matched counterparts other
things being equal (education, gender, age, foreign-born status)
• Under-qualified workers are more skilled than their well-matched counterparts,
other things being equal
Over-qualification:
• Is higher for foreign-born workers;
• Youth are more likely to be over-qualified than prime-age workers but this is often
not statistically significant;
• No evidence on gender or marital status;
• Is less likely among workers in large-firms, among full-time workers and workers
on permanent contracts
No patterns for under-qualification and skills mismatch, except:
• Likelihood of over-skilling declines with age;
• Older workers are more likely to be under-qualified than prime-age workers with
same education and proficiency*
24. Overlap between qualification and
skills mismatch*
Percentage
30
Over-qualified who are over-skilled
25
Over-qualified who are under-skilled
Under-qualified who are under-skilled
Under-qualified who are over-skilled
20
15
10
5
0
25. Literacy proficiency scores among over- and
under-qualified *
Finland
Germany
Netherlands
Sweden
Japan
Denmark
Austria
Spain
Slovak Republic
United States
Average
Ireland
Estonia
England/N. Ireland (UK)
Italy
Norway
Australia
Poland
Czech Republic
Canada
Korea
Flanders (Belgium)
Score difference
Under-qualified minus
well-matched
Over-qualified minus wellmatched
-15
-10
-5
0
5
10
15
20
26. Impact of qualification and skills mismatch
Qualification and skills mismatch have impact on skills use:
•
Over-qualification and over-skilling associated with under-use of information processing
skills*
•
BUT no under-use associated with over-skilling once other factors are controlled for (not in
the paper; controls are socio-demographic, job characteristics, proficiency etc.)
Over-qualified earn*:
•
Less than equally-qualified well-matched workers
•
More than well-matched workers in similar jobs (not shown, 4% on average)
Under-qualified earn:
•
More than equally-qualified well-matched workers
•
Less than well-matched workers in similar jobs (not shown, 17% on average))
Skills mismatch has small impact on wages suggesting employers may adjust job content or
skills other than information processing skills contribute to mismatch*
27. Use of numeracy at work, by mismatch status*
Netherlands
Czech Republic
Germany
Denmark
Estonia
Canada
Finland
Austria
Slovak Republic
Korea
Ireland
United States
Australia
Average
England/N. Ireland (UK)
Sweden
Spain
Japan
Norway
Cyprus1
Poland
Italy
Score difference
Values are obtained by
controlling for proficiency in
numeracy and literacy
over-skilled minus well-matched
under-skilled minus well-matched
overqualified minus well-matched
underqualified minus well-matched
-2
-1
0
1
2
28. Difference in wages between
over-/under-qualified and well-matched employees*
Statistically significant
differences are marked in
a darker tone
Over-qualification
Under-qualification
United States
Sweden
Spain
Slovak Republic
Poland
Norway
Netherlands
Korea
Japan
Italy
Ireland
Germany
Flanders (Belgium)
Finland
Estonia
England/N. Ireland (UK)
Denmark
Czech Republic
Canada
Austria
Australia
20%
15%
10%
5%
0%
-5%
-10%
-15%
-20%
-25%
29. Difference in wages between employees
who are over-/under-skilled and well-matched in numeracy*
Over-skilling (numeracy)
Under-skilling (numeracy)
40%
Statistically
significant
differences are
marked in a
darker tone
30%
20%
10%
0%
-10%
United States
Sweden
Spain
Slovak Republic
Poland
Norway
Netherlands
Korea
Japan
Italy
Ireland
Germany
Flanders (Belgium)
Finland
Estonia
England/N. Ireland (UK)
Denmark
Czech Republic
Canada
Austria
Australia
-20%
30. Conclusions
• Skills proficiency is positively and independently associated with labour
market outcomes but the strength of the relationship varies across countries;
• Educational qualifications and skills proficiency reflect different aspects of
individuals’ human capital that are separately identified and valued in the
labour market.
• The use of skills in the workplace influences a number of labour-market
phenomena, including labour productivity, the gender wage gap and the
wages gap between temporary and permanent workers.
• The distribution of workers across occupations is found to be important in
shaping the distribution of skills use but workers’ qualifications and skill
proficiency matter too.
31. Conclusions
• Mismatches between skills proficiency and the use of skills in the workplace
are pervasive, affecting just over one in seven workers.
•
•
Young people are particularly affected by over-skilling;
Over-skilling has a relatively small negative effect on wages, suggesting most
employers succeed in identifying their employees’ real skills and adapt job
content or that wages are negotiated based on skills other than those
measured by PIAAC.
• On average across countries, about 28% of workers report that they are
over-qualified and 13% report that they are under-qualified for their jobs.
•
•
Over-qualification is particularly common among young and foreign-born
workers and those employed in small establishments, in part-time jobs or on
fixed-term contracts;
Over-qualification has a significant impact on wages, even after adjusting for
proficiency
32. Find Out More About PIAAC at:
www.oecd.org/site/piaac
All national and international
publications
Email
Glenda.Quintini@OECD.org
The complete micro-level database
Thank you