111עמוד עמוד עמוד

דבר המערכת,

בידיעון זה ניגע מעט בעשייה המסיבית, חובקת העולם, בנושא שיפור מיומנויות הבוגרים. באופן טבעי נתמקד

שנה(. 03 –במדינות האנגלוסקסיות, בעיקר בגלל הוותק הרב שלהן בנושא )למעלה מ

מובא מידע שמקורו במכון המחקר האמריקאי, המקדיש חלק מהותי ממאמצי המחקר לנושא 2‘ ובעמ 1‘ בעמ

(. תכנית הפרסומים לחודש 1‘ המיומנויות והשפעתן על החברה האמריקאית. ניתן להירשם לכנס הקרוב )עמ

(. ניתן לעקוב ולהתעדכן בפרסומים גם באתר האינטרנט של המכון.2‘ הקרוב )עמ

י האיחוד האירופי, שמטרתו להציג את השינויים ברמות “מופיע תקציר של מאמר הנמצא בהכנה ע 0‘ בעמ

המיומנות של האוכלוסייה ולבחון את התועלות המושגות כתוצאה מרמת מיומנות גבוהה.

י הבנק האסיאתי לפיתוח המנתח את חשיבות מיומנויות היסוד לצורך פיתוח “מופיע מאמר שפורסם ע 4‘ בעמ

כלכלי אזורי.

מופיע תקציר מדוח חצי שנתי על הוצאות הממשל האוסטרלי בנושא שיפור המיומנויות המקצועיות במשק. 5‘ בעמ

(, בנושא שיפור אוריינות הקריאה.simulcastהזמנה להשתתפות בכנס אינטרנטי ) 6‘ בעמ

, מוצג אלון פורת, חבר צוות ההיגוי של סקר המיומנויות בישראל, המוביל את נושא המחקר 7‘ ולסיום, בעמ

בעקבות הסקר במשרד הכלכלה.

צביקה קריאה מהנה!

2נ ו ב מ ב ר 3 1 5

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24גיליון מספר

I am writing to invite you to participate in “What We Need Skills For: The 2015 AIR PIAAC Research Conference,” sponsored by the American Institutes for Research (AIR). The conference will take place in Arlington, VA, on December 10–11, 2015.

The purpose of this invitational conference is to provide an opportunity for attendees to learn about key findings from research papers that are based on the Program for the International Assessment of Adult Com-petencies (PIAAC) data. Most of the presented papers were commissioned by AIR through funding provided by the National Center for Education Statistics (NCES) of the U.S. Department of Education. Authored by ex-pert researchers, these papers focus on issues related to labor/workforce skills, the cognitive skills of U.S. adults, the skills of U.S. immigrants, the relationship between health and skills, and a comparison of numera-cy skills in PISA and PIAAC. For summaries of some of the papers and a list of authors, please visit http://piaacgateway.com/researchpapers/.

2עמוד

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­ U P C O M I N G

P I A A C E V E N T S

Health Literacy Annual

Research Conference

November 2, 2015

Association for the Study of

Higher Education (ASHE)

November 7, 2015

Minnesota English Learner Education Conference

November 7, 2015

National College Transition Network (NCTN)

November 10, 2015

SCALE's Read. Write. Act.

Virtual Conference

November 14, 2015

Council for Adult and Experiential Learning International

Conference

November 18, 2015

2nd PIAAC International Conference

November 23-24, 2015

To view all events, click here ›

To add your own event, click here ›

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https://www.academia.edu/16290185/Changes_in_adult_literacy_skills_across_European_countries_Are_we_ready_for_the_knowledge_economy_

Skills are the core of improving individual employment outcomes and increasing countries

productivity and growth, while ensuring social cohesiveness. In this paper, we look into the

current levels and distribution of literacy skills in the working-age population of 11 EU

Member States, and examine how the population gains, loses or preserves cognitive skills

over time. The empirical analysis is based on a representative sample of adult age popula-

tion, built merging the two main surveys measuring individual cognitive skills, the 1994-

1998 International Adult Literacy Survey (IALS) and the 2012 Survey on Adult Skills

(PIAAC). Findings reveal that countries not only differ in average values of skills but also

in their distribution, i.e. in the share of high and low achievers. Moreover, the paper

shows that a process of deterioration of skills over time is at work in almost all European

countries. However, while skill deterioration due to ageing is common to almost all Europe-

an countries, for some of them concerns arise for the occurrence of skill deterioration

due to cohort effects, which has important policy implications. Indeed, the loss of skills

between generations may potentially lead to some inequalities in the set of opportunities

that different generations can enjoy, but also—has serious implications for the successful

integration of individuals in the economic sector

Changes in adult literacy skills across European

countries:

Sara Flisi, Valentina Goglio, Elena Claudia Meroni, Esperanza Vera-Toscano

European Commission - Joint Research Center

Unit DDG. 01 - Econometrics and Applied Statistics Unit

Via E .Fermi 2749, 21027 Ispra (Va) - ITALY

Draft version

Very preliminary and incomplete

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Overcoming Skill Shortages Provides a

Major Boost to Growth –

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HONG KONG, CHINA — Improving the quality of education, as defined by higher cognitive abilities, can reap huge dividends

for economic growth in developing Asia in coming decades, says a new Asian Development Bank (ADB) report.

In a special chapter of Key Indicators for Asia and the Pacific 2015, its flagship annual statistical publication, ADB says

average years of schooling in the region nearly doubled between 1970 and 2010, resulting in substantial gains in literacy

and helping fuel growth. But this has not been enough to produce sufficiently skilled workers to fully meet current or future

demands.

“Skill shortage and skill mismatch are a serious problem in many developing countries, including those in Asia,” said ADB

Chief Economist Shang-Jin Wei. “Addressing this problem can be an important source of growth. Per capita income in a

typical developing Asian economy can more than double in a 20-year period if cognitive skills can progressively reach levels

seen in more advanced economies.”

The report uses a unique data set of education indicators across 67 economies globally, including 23 from developing Asia

and the Pacific, to capture key features of basic educational systems. It shows that improving skills—especially cognitive

skills which capture writing, reading, numeracy, and problem-solving capabilities—can substantially increase growth pro-

spects for countries in the region. Across the measures studied, countries can make the most substantial gains in skill lev-

els when test scores and school performance are routinely available to the general public. Curriculum development and

early child education can also substantially increase skills.

Governments in developing Asia spent over $1.2 trillion on education in 2014, but the report says higher spending alone

will not have the desired impact on skills development. Improving the efficiency of spending is key, with rigorous evalua-

tions and evidence-based policy decisions the cornerstones of reform efforts. Among other things, the report shows that

better results are likely when public spending on education is aligned with private sector investment, when teachers are

incentivized and when vouchers, subsidies and conditional cash transfers are precisely targeted to needy and disadvan-

taged groups.

Developing Asia has reaped substantial benefits from its manufacturing boom and the rise of modern services, but chang-

ing work trends could halt further gains. The report finds that up to 28% of existing jobs in some economies could be at

high risk of disappearing as a result of technological changes. New job opportunities will arise, but for Asia’s workers to

make the most of these, a solid base of cognitive skills and non-cognitive skills—that require communication and working in

teams—are needed to complement specific technical skills.

ADB, based in Manila, is dedicated to reducing poverty in Asia and the Pacific through inclusive economic growth, environ-

mentally sustainable growth, and regional integration. Established in 1966, it is owned by 67 members—48 from the re-

gion. In 2014, ADB assistance totaled $22.9 billion, including cofinancing of $9.2 billion.

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Australian vocational education and training statistics

Government-funded students and courses

January to June 2015 National Centre for Vocational Education Research

Highlights

This is the second quarterly publication for 2015, which provides a summary of Australia’s government-funded

VET system. The system is broadly defined as all activity delivered by government providers and government-

funded activity delivered by community education and private training providers.

In the six months from 1 January to 30 June 2015 there were 1.07 million students enrolled in the

government-funded VET system, of which:

63.4% were attending TAFE and other government providers

38.1% were aged 25 to 44 years

88.2% were enrolled in an Australian Qualifications Framework (AQF) level program

37.2% were studying certificate III programs

17.5% were enrolled in engineering and related technologies.

A total of 1828 training organisations delivered training during this period.

As this is the first year that government-funded VET data have been collected and reported on a quarterly

basis, caution must be used when interpreting data from these initial data collections.

http://www.ncver.edu.au/wps/portal/vetdataportal/restricted/publicationContent/!ut/p/a1/

lVFbT4MwFP41eyQ9LVC6R7zMgu4izGz0ZSktuOpgbKuL7tfbmfhiMtHzdpIv3xUJtESilUfzLK3ZtnJz_gVdJZhccx5AOuWcQhKN5lnOn3zAFC

-2QQEK1trNrVLTqWO1Xh7XcV3oA3Vu5MeqL6TAAwvzgjO2U0ajAEcMhGWJPEYW9QJalxypNPaIDrUHWdYlrJ144cbhwMfzJm4PM

-GX4xWbgU0UWbPET5P2tJ-zClPwEwfLxxHGSS8ocZhvuwhwG-BggmeTZaHyb-B0lVw7C

3K73szLbidit8y2tdW7RcveabqmYf6H95rx07xuFvEnMYPOcQ!!/dl5/d5/L2dBISEvZ0FBIS9nQSEh/

6עמוד

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Sharing information from Digital Promise:

Save the Date!

Designing a Better Future for Adult Learners: A Cross-

Country Collaboration

November 18, 2015

9am - 3pm PST / 12 - 6pm EST

The need is great. Imagine not being able to read to your children because you never learned how, or being

unable to get a job that allows you to provide for your family because you do not have the required basic

skills. Today, an estimated 36 million adult learners in America lack the basic math, language, and digital

literacy skills necessary to find good paying jobs and navigate public and social systems. From a social and

an economic standpoint, the need IS great, but there is a way forward, and we believe you can help.

Convened by Digital Promise’s Adult Learning Initiative, in close cooperation with the Barbara Bush Founda-

tion Adult Literacy XPRIZE, several education accelerators are hosting a nationwide, multi-city design day to

explore how new digital learning opportunities could be designed for under-skilled, under-served adults. The

team based design day will run simultaneously in multiple locations across the country and will be connect-

ed to the other locations virtually (via web conference) at the beginning and end of the day for kickoff, ex-

change of ideas, and reflection.

LEARN about adult students and their unique needs, as well as how the Adult Education market works,

who the buyers are and how funding works.

Engage in local DESIGN challenges focused on designing real solutions for adult learners.

CONNECT with entrepreneurs, educators, researchers, and investors who can help make your design a

reality.

Join us! The need IS great, the digital divide IS real, but together, we can roll up our sleeves to do the good

work for adult education students nationwide.

Register Now!

LINCS is a national leadership initiative of the U.S. Department of Education, Office

of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice

in the field of adult education.

LINCS demonstrates OCTAE’s commitment to delivering high-quality, on-demand edu-

cational opportunities to practitioners of adult education, so those practitioners can

help adult learners successfully transition to postsecondary education and 21st cen-

tury jobs.

LINCS is comprised of: 1) the LINCS Resource Collection 2) Regional Professional De-

velopment Centers 3) the LINCS Community, an online community of practice and 4)

the Learning Portal. These components provide adult educators with the information,

resources, professional development activities, and online network they need to en-

hance their practice and ensure their adult students receive high-quality learning op-

777עמוד עמוד עמוד

(: PIAACצבק ה אמקר )מ הש פרסק

262-5066026, 20-5620056 שפסן:

zvia@cbs.gov.il

להסרה מרשימת התפוצה, לחצו כאן: רוצים להצטרף לרשימת התפוצה, לחצו כאן :

חדהסת ר המקסמ סקסת

קה ה ק דברקם ההם בשתק מסגבשקם, הק סם סה קפהסת. ”

“.סא ק שא ב סח שגבק הק סם

אשבר אקק ה קקן

סהפעם אשסן פסרת -טר סר עש א הק הצססת בפרסק

אלון הוא חוקר במינהל המחקר במשרד הכלכלה בשמונה השנים האחרונות, ומרכז את תחום ההכשרה

המקצועית.

. המעקב מתבצע אחר 1996במסגרת תפקידו אלון אחראי על ניהול מעקבי הלומדים והבוגרים, הנערכים משנת

הלומדים בהכשרות מקצועיות במסלולים השונים שבפיקוח משרד הכלכלה וכן אחר סטודנטים הלומדים במכללות

הטכנולוגיות המכשירות הנדסאים וטכנאים.

המעקבים נערכים לאותם הפרטים במספר נקודות זמן שונות, במהלך הלימודים ובסיומם, וכן בטווחי זמן ארוכים

יותר של מספר שנים לאחר סיום הקורס.

הנתונים הנאספים נועדו לבניית בסיס מידע מקיף על מאפייני הלומדים ועמדותיהם בנוגע להכשרה המקצועית וכן

לבדיקת השתלבותם בשוק העבודה וקידומם המקצועי לאורך השנים.

באמצעות סקרי מעקב הבוגרים, ניתן להעריך את התרומה של ההכשרה המקצועית לפרט, לחברה ולכלכלה

בטווח הבינוני והארוך.

PIAACאלון מייצג את משרד הכלכלה בוועדת ההיגוי של סקר

ושותף בתכנון ובכתיבת דוחות ייעודיים לממצאי הסקר דוחות

אלה יעסקו בעיקר במיומנויות ובתעסוקה בקרב המגזר הערבי

והמגזר החרדי וכן בקרב בוגרי הכשרות מקצועיות )בפיקוח

משרד הכלכלה( שנדגמו לסקר.

לאלון תואר ראשון בכלכלה ותואר שני במינהל עסקים. הוא נשוי לטלי ואב לעומר.

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להצטרפות לרשימת התפוצה

של הלשכה המרכזית

לסטטיסטיקה,

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