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Thomas Weko, Senior Analyst, Policy Advice and Implementation Division
Directorate for Education and Skills
Why skills matter FURTHER RESULTS FROM THE SURVEY OF ADULT SKILLS
1
Lithuania, 28-June-2016
SURVEY OF ADULT SKILLS
Why skills matter?What individuals know -- and what they can do with what they know -- has a major impact on their well-being. Higher skill levels – and more extensive use in work -- is associated with higher productivity and growth.
2
0
5
10
15
20
25
30
35
40
45
High levels oftrust
High levels ofpoliticalefficacy
Participation involunteeractivities
High levels ofhealth
High wages
OECD AveragePercentage-point difference between Level 4 or 5 and Level 1 or below
literacy skills
Positive outcomes for individuals increase with higher literacy skills
Higher literacy proficiency associated withhigher GDP per capita
4
Turkey
Chile
LithuaniaPoland
Estonia
Czech Republic Slovak Republic
Greece
Slovenia
Cyprus¹Korea
Israel
Spain Italy
New Zealand UK
France
Japan
Australia
Singapore
Canada
Finland
Germany
Austria
Netherlands
Sweden
United States
Denmark
Ireland
Norway
R² = 0,2406
200
210
220
230
240
250
260
270
280
290
300
0 10000 20000 30000 40000 50000 60000 70000 80000
PIAAC literacy score
GDP per capita $ PPP (2005 constant)
Higher labour productivity associated with higher use of reading skills at work
AustraliaAustria
Canada
Chile
Czech Republic
Denmark
Estonia
Finland
Flanders (Belgium)
FranceGermany
Greece
Ireland
Israel
Italy
Japan
Korea
Lithuania
Netherlands
New Zealand
Norway
Poland
Russian Federation
Slovak Republic
Slovenia
Spain
Sweden
Turkey
UK
United States
Slope = 0.666R² = 0.321
3
3,2
3,4
3,6
3,8
4
4,2
4,4
4,6
4,8
1,7 1,9 2,1 2,3 2,5 2,7 2,9 3,1 3,3
Lab
ou
r p
rod
uct
ivit
y (l
og)
Mean use of reading skills at work
SURVEY OF ADULT SKILLS
The level and distribution of skills differs across countriesMuch of the variation in skills proficiency is observed within countries, so most countries have significant shares of struggling adults
6
150
170
190
210
230
250
270
290
Literacy score
Literacy proficiency of adults
0
10
20
30
40
50
60
70
80
90Interquartile range
Variation in literacy proficiency
0
5
10
15
20
25
30
35
40
45
Level 1 and below Level 2 Level 3 Level 4/5
Literacy
Proportion of the population OECD average
Lithuania
Proficiency in literacy : Lithuania
Literacy proficiency by level
100 80 60 40 20 0 20 40 60 80
Jakarta (Indonesia)Turkey
ChileItaly
GreeceSpain
SloveniaIsrael
Cyprus¹ ²Lithuania
FranceSingapore
Northern Ireland (UK)IrelandPolandAustria
United StatesOECD average
GermanyEngland (UK)
KoreaDenmark
Czech RepublicCanada
Flanders (Belgium)Slovak Republic
Russian Federation³EstoniaNorway
New ZealandAustraliaSweden
NetherlandsFinland
Japan
Level 2 Level 1 or below Level 3 Level 4/5
%
0
5
10
15
20
25
30
35
40
Level 1 and below Level 2 Level 3 Level 4/5
Numeracy
Proportion of the population OECD average
Lithuania
Proficiency in numeracy: Lithuania
0
5
10
15
20
25
30
35
Below Level 1 Level 1 Level 2 Level 3 Paper basedassesment
PSTRE
Proportion of the population OECD average
Lithuania
Proficiency in problem solving: Lithuania
100 80 60 40 20 0 20 40 60 80 100
SingaporeKorea
FinlandSweden
NetherlandsFlanders (Belgium)
NorwayCzech Republic
GermanyNew Zealand
CanadaAustria
AustraliaEstonia
DenmarkSlovenia
OECD averageJapan
Northern Ireland (UK)England (UK)
Slovak RepublicIreland
Russian Federation³Poland
United StatesIsrael
LithuaniaChile
GreeceTurkey
Level 2 Level 3
Proficiency in PSTRE by age: Proportion at levels 2 or 3
Young adults (16-24 year-olds) Older adults (55-65 year-olds)
SURVEY OF ADULT SKILLS
Some countries have made significant progress in improving skills proficiency
14
180 200 220 240 260 280 300Score
Literacy skills in younger (16-24) and older generation (55-65)
Average 55-65 year-olds
Average 16-24 year-olds
Chile
Singapore
Lithuania
France
Germany
New Zealand
US
UK
SURVEY OF ADULT SKILLS
Formal basic education plays a key role in the development of adult literacy, numeracy, and problem–solving skills.
16
17
AustraliaAustria
Belgium
Canada
Chile
Czech Republic
Denmark
Estonia Finland
France
Germany
Greece
Ireland
Israel
Italy
Japan
Korea
Netherlands
New Zealand
NorwayPoland
Slovak Republic
Slovenia
Spain
Sweden
Turkey
United Kingdom
Indonesia
Lithuania
Russian Federation
R² = 0,6351
200
220
240
260
280
300
320
350 400 450 500 550 600
PIAAC literacy score
PISA 2006 literacy score
Strong school results yield strong adult skillsMean literary proficiency PIAAC and PISA 2006
SURVEY OF ADULT SKILLS
… but more education does not automatically translate into better skills
18
Percentage of adults in level 4/5 literacy proficiency by level of education
0
5
10
15
20
25
30
35
40
Ja
pa
n
Fin
lan
d
Ne
the
rla
nd
s
Sw
ed
en
Au
str
alia
No
rwa
y
New
Zeala
nd
En
gla
nd
(U
K)
Un
ite
d S
tate
s
Ca
na
da
OE
CD
Av
era
ge
Ge
rma
ny
Fra
nc
e
Sin
ga
po
re
Ko
rea
Slo
ve
nia
Isra
el
Gre
ec
e
Sp
ain
Lit
hu
an
ia
Ita
ly
Ch
ile
Tu
rkey
Jakarta…
Below upper secondary education Upper secondary Tertiary education%
SURVEY OF ADULT SKILLS 20
In some countries, social background has a major impact on skillsIn Germany and the United States, for example, social background has a major impact on literacy skills. The children of parents with low levels of education have significantly lower proficiency than those whose parents have higher levels of education, even after taking other factors into account.
Literacy and socio-demographiccharacteristics: a summary
0 10 20 30 40 50 60 70
25-34 year-olds - 55-65 year-olds
Tertiary - Less than upper secondary(adults aged 25-65)
At least one parent attained tertiary -Neither parent attained upper secondary
Native born / native language -Foreign born / foreign language
Men - Women
Differences in literacy score between groups OECD average
Age
EducationalAttainment
Parents’ education
Immigrant background
Gender
150
170
190
210
230
250
270
290
310
330
350
Neither parent has attained upper secondary
At least one parent has attained tertiary
Literacy proficiencyby parental education
-10
0
10
20
30Numeracy (Men - Women) Literacy (Men - Women)
Advantage to men
Advantage to women
Literacy and numeracyscore differences between men and women
SURVEY OF ADULT SKILLS
Successful integration is not simply a matter of time. In some countries, the time elapsed since immigrants arrived appears to make little difference to their proficiency in literacy and numeracy, suggesting either that the incentives to learn the language of the receiving country are not strong or that policies that encourage learning the language of the receiving country are of limited effectiveness
24
Access to education and training, both general and job-related is positively related to literacy proficiency
• Adults with higher levels of literacy tend to have higher participation rates
• Norway and New Zealand stand out as countries in which access by adults with low levels of literacy is highest
Access to adult training
Participation in all education and training, by literacy level (Adults aged 25-65 years)
0
20
40
60
80
100
Levels 4/5 Level 1 or below%
Participation in job-related education and training, by literacy level (Adults aged 25-65 years)
0
20
40
60
80
100
Levels 4/5 Level 1 and below%
SURVEY OF ADULT SKILLS 27
• The frequency of information-processing skills use varies among countries
• Skills use is related to individual and firm characteristics such as proficiency in literacy and numeracy, firm size and the nature of work organisation
• Countries rank differently on the two dimensions of skills proficiency and skills use.
The use of information-processing skills
1,0
1,5
2,0
2,5
3,0
3,5
Reading Writing Numeracy ICT Problem solving
Ind
ex o
f u
se
Lithuania OECD average
Lower than average use of information-processing skill use at work in Lithuania
Most frequent use = 5
Less frequent use = 1
150
200
250
300
350
1,5
2,0
2,5
3,0
3,5
Pro
fici
en
cy in
lite
racy
sco
re
Re
adin
g u
se a
t w
ork
Reading at work (left hand axis) Literacy proficiency (rigth hand axis)
Skills use at work and skills proficiency of working population
SURVEY OF ADULT SKILLS 30
Skills proficiency and labour market and social outcomes
Better skilled workers are:• more likely to be employed (in some countries), • earn higher wages (in most countries)• have better social outcomes (in all countries).
0
5
10
15
20
25
30
35
40
High levels of trust High levels ofpolitical efficacy
Participation involunteer activities
High levels of health
OECD Average Lithuania
Percentage point difference between Level 4/5 and Level 1 or below
Literacy proficiency and positivesocial outcomes: Lithuania
How Do Countries Use Adult Skills Data?
Taking stock of adult skill profile, identifying gaps and low skill populations, and setting policy targets for raising the level of skill
o United States: Time to Reskill / Making Skills Everyone’s Business http://www.timetoreskill.org/materials.cfm
o Australia: A Foundation Skills Strategy (Adult Literacy and Life Skills Survey) http://www.industry.gov.au/AboutUs/Documents/COAG-Industry-and-Skills-Council/Former-SCOTESE/National-Foundation-Skills-Strategy-for-Adults.pdf
o Canada: Essential Skills Profile (IALS) http://www.centreforliteracy.qc.ca/sites/default/files/IALS_ES_CdnLtcyPlcy_Prctce.pdf
Diagnosing problems in performance of education and training institutions
o England: http://www.oecd.org/unitedkingdom/building-skills-for-all-review-of-england.pdf
The Way Forward for Lithuania in use of PIAAC?
o Cross-Country Collaboration
Estonia: https://www.hm.ee/en/activities/statistics-and-analysis/piaac
Key contact: Aune Valk
o Regional Learning and Collaboration: The Nordic PIAAC Network
Nordic PIAAC Network – Denmark, Estonia, Finland, Norway, and Sweden.
Supported by Nordic Council of Ministers. Has produced a Nordic database combining PIAAC survey data and social, educational, and labour market register data from the five countries, and comparative Nordic report. http://norden.diva-portal.org/smash/get/diva2:811323/FULLTEXT02.pdf
Torben Fridberg, Anders Rosdahl (Denmark)
Vivika Halapuu, Aune Valk (Estonia)
Antero Malin, Raija Hämäläinen (Finland)
Anders Fremming Anderssen, Birgit Bjørkeng,
Hanne Størset, Jonas Sønnesyn (Norway)
Ann-Charlott Larsson, Patrik Lind, Erik Mellander (Sweden)
Find Out More About PIAAC at:
www.oecd.org/site/piaac
All national and international publications
The complete micro-level database
Emailthomas.weko@oecd.org (presentation)
william.thorn@oecd.org (PIAAC program head)
Thank you
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