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The Skills Needed for the 21st Century
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Skilled for Life? KEY FINDINGS FROM THE SURVEY OF ADULT SKILLS
0
Survey of Adult Skills Participating countries
1
2013
(**see notes A and B in the Reader’s Guide).
2016
Survey of Adult Skills Participating countries
2
(**see notes A and B in the Reader’s Guide).
Survey of Adult Skills in brief
3
(**see notes A and B in the Reader’s Guide).
3
in literacy, numeracy and problem solving in technology-rich environments.
166 thousand adults… Representing 724 million 16-65 year-olds in 24 countries/economies
Took an internationally agreed assessment…
Also surveyed were generic skills such as collaborating with others and organising one’s time, and how adults use their skills
SURVEY OF ADULT SKILLS
Skills Transform Lives and Drive Economies What people know and what they can do with what they know has a major impact on their life chances
4
Likelihood of positive social and economic outcomes among highly literate adults
1,0
1,5
2,0
2,5
3,0
3,5
4,0
4,5
5,0
Good to excellent
health
Being Employed
High levels of trust
Participation in volunteer
activities
High levels of political
efficacy
High wages
Average England (UK)
(scoring at Level 4/5 compared with those scoring at Level 1 or below)
Odds ratio
SURVEY OF ADULT SKILLS
Inequality in skills relates to how wealth is shared in nations
6
Inequality in the distribution of income and literacy skills
7
Australia
Austria
Canada
Czech Republic
Denmark
Estonia
Finland
Germany
Ireland
Italy
Japan
Korea Netherlands
Norway
Poland
Slovak Republic
Spain
Sweden
United States
Flanders (Belgium)
England/N. Ireland (UK)
0,2
0,22
0,24
0,26
0,28
0,3
0,32
0,34
0,36
0,38
0,4
1,4 1,45 1,5 1,55 1,6 1,65 1,7
Literacy skills inequality (9th/1st decile)
Income inequality (Gini coefficient)
Low income inequality Low skills inequality
Low income inequality High skills inequality
High income inequality High skills inequality
High income inequality Low skills inequality
Averag
e
Average
SURVEY OF ADULT SKILLS
The level and distribution of skills differs markedly across countries Much of the variation in skills proficiency is observed within countries, so most countries have significant shares of struggling adults
8
240 250 260 270 280 290 300
Spain
Italy
United States
France
Ireland
Northern Ireland (UK)
Poland
England/N. Ireland (UK)
England (UK)
Korea
Canada
Australia
Average
Russian Federation³
Germany
Estonia
Austria
Czech Republic
Slovak Republic
Denmark
Norway
Sweden
Netherlands
Flanders (Belgium)
Finland
Japan
25th
Mean and .95 confidence interval for
mean 75th 95th 5th
Score
Skills of adults
Numeracy
7 points are roughly equal to one year of education
240 250 260 270 280 290 300
Italy
Spain
France
Ireland
Poland
Northern Ireland (UK)
Austria
United States
Germany
Denmark
England/N. Ireland (UK)
Korea
England (UK)
Average
Canada
Slovak Republic
Czech Republic
Russian Federation³
Flanders (Belgium)
Estonia
Norway
Sweden
Australia
Netherlands
Finland
Japan
25th
Mean and .95 confidence interval for
mean 75th 95th 5th
Score
Skills of adults Literacy
7 points are roughly equal to one year of education
100 150 200 250 300 350 400
Italy
Spain
France
Ireland
Poland
Northern Ireland (UK)
Austria
United States
Germany
Denmark
England/N. Ireland (UK)
Korea
England (UK)
Average
Canada
Slovak Republic
Czech Republic
Russian Federation³
Flanders (Belgium)
Estonia
Norway
Sweden
Australia
Netherlands
Finland
Japan
25th
Mean and .95 confidence interval for
mean 75th 95th 5th
Score
Skills of adults Literacy
100 150 200 250 300 350 400
Italy
Spain
France
Ireland
Poland
Northern Ireland (UK)
Austria
United States
Germany
Denmark
England/N. Ireland (UK)
Korea
England (UK)
Average
Canada
Slovak Republic
Czech Republic
Russian Federation³
Flanders (Belgium)
Estonia
Norway
Sweden
Australia
Netherlands
Finland
Japan
25th
Mean and .95 confidence interval for
mean 75th 95th 5th
Score
Skills of adults Literacy
Evolution of employment in occupational groups defined by level of skills proficiency
14
-10
-5
0
5
10
15 Occupations with scores in or near upper half of Level 3
Occupations with scores in or near lower half of Level 3
Occupations with scores in or near
upper half of Level 2
Occupations with scores in or near lower half of Level 2
Percent
100 80 60 40 20 0 20 40 60 80 100
Poland
Ireland
Slovak Republic
Estonia
Korea
United States
Austria
Czech Republic
Average
Flanders (Belgium)
Japan
England/N. Ireland (UK)
Germany
Canada
Australia
Denmark
Norway
Netherlands
Finland
Sweden
Level 2 Level 3
Young adults (16-24 year-olds) All adults (16-65 year-olds)
Proficiency in problem solving in technology-rich environments
%
15
Adults at Level 3 can • Complete tasks involving multiple applications, a large number of steps, impasses, and the discovery and use of ad hoc commands in a novel environment. • Establish a plan to arrive at a solution and monitor its implementation as they deal with unexpected outcomes and impasses.
Adults at Level 2 can complete problems that have explicit criteria for success, a small number of applications, and several steps and operators. They can monitor progress towards a solution and handle unexpected outcomes or impasses.
New technologies Percentage of workers who reported the introduction of new process or technologies in their current workplace during the previous three years that affected their work
16
Source: European Working Conditions Survey, 2010. See Tables A1.7a and A1.7b.
Percent
20
10
0
10
20
30
40
50
60
Sw
ed
en
Fin
lan
d
Den
mark
Norw
ay
Un
ited
Kin
gd
om
Neth
erla
nd
s
Malt
a
Korea
Esto
nia
Irela
nd
Latv
ia
Fran
ce
Lu
xem
bo
urg
Averag
e
Cro
ati
a
Czech
Rep
ub
lic
Slo
vak R
ep
ub
lic
Belg
ium
Germ
an
y
Au
str
ia
Po
rtu
gal
Slo
ven
ia
Greece
Ita
ly
Lit
hu
an
ia
Mo
nte
neg
ro
Hu
ng
ary
Tu
rkey
Sp
ain
Bu
lgaria
Maced
on
ia
Ro
man
ia
Alb
an
ia
Po
lan
d
Low-skilled clerical High-skilled clerical Low-skilled manual High-skilled manual Total
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
Foreign-language immigrants with low levels of education tend to have low skills
18
200
220
240
260
280
300
320
Native-born
Literacy proficiency by immigration background
200
220
240
260
280
300
320
Native-born Foreign-born - < 5 years
172
Literacy proficiency by immigration background
200
220
240
260
280
300
320
Native-born Foreign-born - < 5 years Foreign-born - 5 years and more
172
Literacy proficiency by immigration background
SURVEY OF ADULT SKILLS
Some countries have made significant progress in improving skills proficiency
22
240 245 250 255 260 265 270 275 280 285 290 295 300 Score
Literacy skills in younger and older generations
Avera
ge 1
6-2
4 y
ear-o
lds
KOREA
Germany
Norway
Avera
ge 5
5-6
5 y
ear-o
lds
Spain
Finland
France
US
UK
Adults at Level 4/5 in literacy
12.6 million
16-24 year-olds scoring at Level 4/5
Estonia, 0.2%
Flanders (Belgium), 1%
Ireland, 0.2%
Ko
rea,
1%
7.9 million 55-65 year-
olds scoring at Level 4/5
Denmark, 0.5%
Those entering the job market Those nearing retirement
SURVEY OF ADULT SKILLS
Formal education plays a key role in developing foundation skills…
25
70 50 30 10 10 30 50 70
Estonia
Poland
Korea
Ireland
Canada
Slovak Republic
Northern Ireland (UK)
Japan
Austria
United States
Average
Germany
England/N. Ireland (UK)
England (UK)
Denmark
Australia
Flanders (Belgium)
Finland
Czech Republic
Norway
Sweden
Netherlands
Level 2 Level 3
Below upper secondary Tertiary
Percent Percent
Problem solving proficiency by educational attainment
SURVEY OF ADULT SKILLS
… but more education does not automatically translate into better skills
27
Mean literacy proficiency and distribution of literacy scores, by educational
attainment
100 125 150 175 200 225 250 275 300 325 350 375 400
Lower than upper secondary
Upper secondary
Tertiary
Italy
Score
25th percentile
Mean 75th
percentile
Lower than upper secondary
Upper secondary
Tertiary
100 125 150 175 200 225 250 275 300 325 350 375 400
Japan
Score
28
Qualifications don’t always equal skills
Level 2 Level 1 and below
SURVEY OF ADULT SKILLS
Success is increasingly about building skills beyond formal education
29
Level 2
240
250
260
270
280
290
300
310
15 20 25 30 35 40 45 50 55 60 65
Literacy skills and age
30
Age
Score
Literacy unadjusted
Numeracy unadjusted
Numeracy adjusted
Literacy adjusted
Likelihood of participating in adult education and training, by level of literacy proficiency
31
1
2
3
4
5
6
7
8 Level 1 Level 2 Level 3 Level 4/5
Reference group: Below Level 1
Odds Ratio
Lessons from strong performers
High quality initial education and lifelong learning • Investing in high quality
early childhood education and initial schooling, particularly for children from disadvantaged backgrounds
• Financial support targeted at disadvantage
• Opportunities and incentives to continued development of proficiency, both outside work and at the workplace.
Lessons from strong performers
Make learning everybody’s business • Governments, employers,
workers and parents need effective and equitable arrangements as to who does and pays for what, when and how
• Recognise that individuals with poor skills are unlikely to engage in education on their own and tend to receive less employer-sponsored training .
Lessons from strong performers
Effective links between learning and work • Emphasis on workbased
learning allows people to develop hard skills on modern equipment and soft skills through real-world experience
• Employer engagement in education and training with assistance to SMEs
• Strengthen relevance of learning, both for workplace and workers broader employability .
Lessons from strong performers
Allow workers to adapt learning to their lives • Flexibility in content
and delivery (part-time, flexible hours, convenient location)
• Distance learning and open education resources .
Lessons from strong performers
Identify those who can benefit from learning most • Disadvantaged adults
need to be offered and encouraged to improve their learning
• Foreign-language migrants
• Older adults
• Show how adults can benefit from improved skills, both economically and socially .
Lessons from strong performers
Improve transparency • Easy-to-find
information about adult education activities
• Combination of easily searchable, up-to-date online information and personal guidance and counselling services
• Less educated workers tend to be less aware of the opportunities
• Recognise and certify skills proficiency .
SURVEY OF ADULT SKILLS
Putting skills to effective use Skills will only translate into better economic and social outcomes if they are used effectively
38
Use of skills at work
1,4
1,6
1,8
2
2,2
2,4
Reading at
work Writing at
work Numeracy at
work ICT at work Problem
solving at work
Average
United States
Italy
Japan
United Kingdom
Most frequent use = 4
Least frequent use = 0
Index o
f use
The use of information-processing skills at work, by establishment size
1,4
1,6
1,8
2,0
2,2
2,4
Reading at work
Writing at work
Numeracy at work
ICT at work Problem solving
1-10 employees
11-50 employees
51-250 employees
251-1000 employees
1000+ employees
Most frequent use = 4
Least frequent use = 0
Index o
f use
0 10 20 30 40
Austria
Spain
Czech …
Ireland
Germany
Slovak …
Italy
Korea
Average
Japan
Australia
United States
Norway
UK
Flanders …
Denmark
Poland
Estonia
England
Northern …
Netherlands
Canada
Finland
Sweden Under-skilled
Over-skilled
%
Percentage of workers who are over/under qualified over/under-skilled in literacy
40 30 20 10 0
Under-
qualification
Over-qualification
%%
Labour productivity and the use of reading skills at work
Australia
Austria
Canada
Czech Republic
Denmark
Estonia
Finland
Germany Ireland
Italy
Japan
Korea
Netherlands
Norway
Poland
Slovak Republic
Spain Sweden
United States
England/N. Ireland (UK)
3
3,2
3,4
3,6
3,8
4
4,2
4,4
4,6
1,5 1,6 1,7 1,8 1,9 2 2,1 2,2 2,3
(lo
g) L
ab
ou
r p
rod
ucti
vit
y
Use of reading skills at work
Slope = 1.118 (0.407) R2 = 0.296
Adjusted prediction Slope = 1.643 (0.504) R2 = 0.371
42
SURVEY OF ADULT SKILLS
Equal skills don’t always imply equal opportunities Gender differences in the use of literacy and numeracy skills are partly due to the fact that men appear to be slightly more proficient but also that they are more commonly employed in full-time jobs, where skills are used more intensively.
43
Gender gap in wages and in the use of problem-solving skills at work
44
Australia
Austria
Canada
Czech Republic
Denmark
Estonia
Finland
Germany
Ireland
Italy
Japan
Korea
Netherlands
Norway
Poland
Slovak Republic
Spain Sweden
United States
Flanders (Belgium)
England/N. Ireland (UK)
0
5
10
15
20
25
30
35
-10 -5 0 5 10 15 20 25 30
Percen
tag
e d
iffe
ren
ce b
etw
een
men
’s a
nd
w
om
en
’s w
ag
es (
men
min
us w
om
en
)
Percentage difference in the use of problem-solving skills at work (men minus women)
Slope 0.840 (0.199) R2 = 0.472
Adjusted prediction Slope 0.068 (0.123) R2 = 0.015
Lessons from strong performers
Guidance • Timely data about
demand for and supply of skills
• Competent personnel who have the latest labour-market information at their fingertips to steer learners
• Qualifications that are coherent and easy to interpret .
Lessons from strong performers
Flexible labour-markets • Labour-market
arrangements that facilitate effective skill use and address skill mismatches
• Encourage mobility to optimise skill match .
Lessons from strong performers
Help employers make better use of workers skills • Flexible work
arrangements that accommodate workers with care obligations and disabilities
• Encourage older workers to remain in the labour market
• Encourage employers to hire those who temporarily withdrew from the labour market .
Lessons from strong performers
Help economies move up the value chain • Governments can
influence both employer competitiveness strategies and product-market strategies, which determine in what markets the company competes
• Strengthen 21st century skills
• Foster entrepreneurship.
Find Out More at:
http://skills.oecd.org/skillsoutlook.htm
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