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1
Why skills matter FURTHER RESULTS FROM THE SURVEY OF ADULT SKILLS
Andreas SchleicherDirector for the Directorate of Education and Skills
Note on statistical data on Israel The statistical data for Israel are supplied by and are under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.
This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.
Survey of Adult Skills in brief
in literacy, numeracy and problem solving in technology-rich environments.
215 thousand adults…Representing 815 millions 16-65 year-olds in 33 countries/economies
Took an internationally agreed assessment…
The assessment was administered either in computer-based or paper-based versions
Survey of Adult Skills in briefSample sizes ranged from..
a minimum of approximately 4 500 to a maximum of nearly 27 300
The survey collected background information of adults for about 40 minutes.
Respondents with very low literacy skills were directed to a test of basic “reading component” skills.
The survey also collects a range of generic skills such as collaborating with others and organising one’s time, required of individuals in their work.
5
Literacy
The ability to...Understand, evaluate, use and engage with written texts.
In order to..Achieve one’s goals, and to develop one’s knowledge and potential.Literacy encompasses a range of skills from..The decoding of written words and sentences The comprehension, interpretation and evaluation of complex texts.
Numeracy
The ability to…Access, use, interpret and communicate mathematical information and ideas
In order to.. Engage in and manage the mathematical demands of a range of situations in adults. Numeracy involves Managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways.
Technology Rich Problem Solving
The ability to…Use digital technology communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks.
The assessment focuses on the abilities to…Solve problems for personal, work and civic purposes by setting up appropriate goals and plans, and accessing and making use of information through computers and computer networks.
“Key information-processing skills”
Survey of Adult Skills Skills assessed
6
Literacy itemLevel = 4 (low)
Sample items - Literacy
7
Survey of Adult Skills Participating countries: Round 1
2011-12
(**see notes A and B in the Reader’s Guide).
8
2014-15
Survey of Adult Skills Participating countries, Round 2
(**see notes A and B in the Reader’s Guide).
9
SURVEY OF ADULT SKILLS
Why skills matter?What people know and what they can do with what they know has a major impact on their life chances
05
1015202530354045
Percentage-point difference between Level 4 or 5 and Level 1 or below
Literacy and social outcomes
Labour productivity and the use of reading skills at work
1.7 1.9 2.1 2.3 2.5 2.7 2.9 3.1 3.33
3.2
3.4
3.6
3.8
4
4.2
4.4
4.6
4.8
3.947390079498293.99452424049377
3.87328219413757
3.25809645652771
3.51154541969299
4.1335654258728
3.39450836181641
3.95124363899231
4.171305656433114.09933185577393
4.1042947769165
3.56388282775879
4.1478853225708
3.62434101104736
3.89589357376099
3.69882988929749
3.40119743347168
3.47815847396851
4.13035488128662
3.67882919311523
4.46475791931152
3.33932209014893
3.27336406707764
3.56388282775879
3.67882919311523
3.8836236000061
4.02177381515503
3.4242627620697
3.88567900657654
4.16821432113648
f(x) = 0.666315819730388 x + 2.04298620530865R² = 0.344886544481482
Mean use of reading skills at work
Labo
ur p
rodu
ctivi
ty (l
og)
12
SURVEY OF ADULT SKILLS
The level and distribution of skills differs markedly across countriesMuch of the variation in skills proficiency is observed within countries, so most countries have significant shares of struggling adults
Jakarta
(Indonesia
)Chile
Turkey
Italy
Spain
GreeceIsr
ael
Slove
nia
Singapore
France
Ireland
Lithuania
Poland
OECD average
Northern Ire
land (UK)
Cyprus¹
Austria
United St
ates
Germany
DenmarkKorea
England (UK)
Canada
Slova
k Republic
Czech
Republic
Russian Fe
deration²
Flanders
(Belgium)
Estonia
Norway
Sweden
Australia
New Zealand
Netherlands
Finland
Japan150
170
190
210
230
250
270
290
Literacy score
Literacy proficiency of adults
1. Note regarding CyprusNote by TurkeyThe information in this document with reference to “Cyprus” relates to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Turkey recognises the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Turkey shall preserve its position concerning the “Cyprus issue”.Note by all the European Union Member States of the OECD and the European UnionThe Republic of Cyprus is recognised by all members of the United Nations with the exception of Turkey. The information in this document relates to the area under the effective control of the Government of the Republic of Cyprus.
Slova
k Republic
Japan
Cyprus¹
Czech
RepublicKorea
Lithuania
Russian Fe
deration
Estonia
AustriaTurke
y
Ireland
Norway
DenmarkIta
ly
New Zealand
Netherlands
OECD average
Greece
Northern Ire
land (UK)
Sweden
Flanders
(Belgium)
Poland
Australia
Finland
Spain
Slove
nia
Germany
France
England (UK)
Canada
United St
ates
Jakarta
(Indonesia
)Chile
Israel
Singapore
0
10
20
30
40
50
60
70
80
90Interquartile range
Variation in literacy proficiencyOnly 2.4% of 55-65-year-olds Singaporeans reach
literacy level 4
Low performers in literacy and/or numeracy
Japan
Finlan
d
Netherl
ands
Slova
k Rep
ublic
Norway
Czech Rep
ublic
Flanders
(Belg
ium)
Swed
en
Estonia
Cyprus
Russian
Federation
Austria
DenmarkKorea
New Ze
aland
Lithuan
ia
Australia
Germany
Canada
OECD av
erage
Engla
nd (UK)
Northern
Irelan
d (UK)
Poland
Ireland
United St
ates
Singa
pore
Slove
niaFra
nce
Greece Spain
Israe
lIta
ly
Turke
yChile
Jakarta
(Indonesi
a)0
10
20
30
40
50
60
70
80
in both literacy and numeracy in literacy onlyin numeracy only
Proportion of the popu-lation
At or below Level 1
A quarter of 55-65-year-old Singaporeans don’t reach
Level 1 (OECD 8%)
15 20 25 30 35 40 45 50 55 60 65210
220
230
240
250
260
270
280
290
300
OECD literacy Singapore literacyOECD numeracy Singapore numeracy
Literacy and numeracy proficiency by age: Singapore
180 200 220 240 260 280 300Score
Literacy skills in younger and older generations 55-65 to 16-24 years
Average 55-65 year-olds
Average 16-24 year-olds
Chile
Singapore
Lithuania
France
Germany
New Zealand
US
UK
22
1968-1977 1978-1987 1998-2007 2008-20161988-1997
1972-1980 1981-1990 2001-2010 2011-20201991-2000
55-65 45-54 35-44 25-34 16-24
Age distribution of the Survey of Adult Skills
Age range:
University graduation year
High-School graduation year
TurkeyGreece
ChileLithuania
IsraelUnited States
PolandRussian Federation
IrelandSlovak Republic
England (UK)Northern Ireland (UK)
JapanOECD average
SloveniaEstonia
DenmarkAustria
AustraliaCanada
New ZealandGermany
Czech RepublicNorway
Flanders (Belgium)Netherlands
SwedenFinland
KoreaSingapore
100 80 60 40 20 0 20 40
Level 2 Level 3 Level 2 Level 3
Proportion of adults at levels 2 or 3
Digital problem-solving skills
Young adults (16-24 year-olds) Older adults (55-65 year-olds)
Evolution of employment in occupational groups defined by level of skills proficiency
19981999
20002001
20022003
20042005
20062007
20082009
-20
-15
-10
-5
0
5
10
15
20
25
Occupations with highest average scores
Occupations with next to highest av-erage scores
Occupations with next to lowest av-erage scores
Occupations with lowest average scores
%
The kind of things that are easy to teach are
now easy to automate, digitize or outsource
Robotics
>1m km, one minor accident,
occasional human intervention
Augmented Reality
A lot more to come
3D printingSynthetic biologyBrain enhancementsNanomaterialsEtc.
The Race between Technology and Education
Inspired by “The race between technology and education” Pr. Goldin & Katz (Harvard)
Industrial revolution
Digital revolution
Social pain
Universal public schooling
Technology
Education
Prosperity
Social pain
Prosperity
36
SURVEY OF ADULT SKILLS
More education does not automatically translate into better skills, better jobs and better lives
37
Mean literacy proficiency and distribution of literacy scores, by educational attainment
Lower than high school
High school
College
100 125 150 175 200 225 250 275 300 325 350 375 400
United States
Score
25th percentile Mean 75th
percentile
Lower than high school
High school
College
100 125 150 175 200 225 250 275 300 325 350 375 400
Japan
Score
Qualifications don’t alwaysequal skills
Level 2Level 1 and below
150
170
190
210
230
250
270
290
310
330Less than upper secondary Upper secondary Tertiary
Literacy proficiency by level of educational attainment (25-65 year olds):
150
170
190
210
230
250
270
290
310
330Less than upper secondary Upper secondary Tertiary
Literacy proficiency by level of educational attainment (25-34 year olds):
Percentage of adults in level 4/5 literacy proficiency by level of education
Japa
n
Finl
and
Net
herla
nds
Swed
en
Aus
tralia
Nor
way
New
Zea
land
Engl
and
(UK
)
Uni
ted
Stat
es
Can
ada
OEC
D A
ve...
Ger
man
y
Fran
ce
Sing
apor
e
Kor
ea
Slov
enia
Isra
el
Gre
ece
Spai
n
Lith
uani
a
Italy
Chi
le
Turk
ey
Jaka
rta (I
nd...
0
5
10
15
20
25
30
35
40Below upper secondary education Upper secondary Tertiary education%
43
SURVEY OF ADULT SKILLS
In some countries, social background has a major impact on skillsIn Singapore, Germany, Indonesia, Chile and the United States, 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.
Chile
Jakarta
(Indonesia
)
Turkey
GreeceCyp
rusIsr
ael
Russian Fe
deration³
Lithuania
Italy
Spain
Slove
nia
Ireland
Canada
Austria
Germany
Denmark
United St
ates
OECD Average
Estonia
Korea
Czech Republic
Norway
Slova
k Republic
France
Singapore
Northern Ire
land (UK)
Poland
England (UK)
Sweden
New Zealand
Flanders
(Belgium)
Australia
Netherlands
Japan
Finland
190
210
230
250
270
290
310
330
Series1Neither parent has attained upper secondaryAt least one parent has attained tertiary
Literacy proficiencyby parental education
Russian Fe
deration²
Lithuania
Poland
Slova
k Republic
Slove
nia
Estonia
GreeceCyp
rus
Jakarta
(Indonesia
)
Czech
Republic
Finland
Korea
DenmarkIta
ly
France
Israel
Ireland
OECD average
JapanSp
ain
New Zealand
Austria
Sweden
Australia
Northern Ire
land (UK)
United St
ates
England (UK)
Singapore
Canada
Norway
Flanders
(Belgium)
Netherlands
Germany
ChileTurke
y-10
0
10
20
30Numeracy (Men - Women) Literacy (Men - Women)
Advantage to men
Advantage to women
Literacy and numeracy score differences between men and women
Russian Fe
deration
Lithuania
Poland
Slova
k Republic
Slove
nia
Estonia
Greece
Cyprus¹
Jakarta
(Indonesia
)
Czech
Republic
Finland
Korea
DenmarkIta
ly
France
Israel
Ireland
OECD average
JapanSp
ain
New Zealand
Austria
Sweden
Australia
Northern Ire
land (UK)
United St
ates
England (UK)
Singapore
Canada
Norway
Flanders
(Belgium)
Netherlands
Germany
ChileTurke
y-10
0
10
20
30 Numeracy (Men - Women)
Advantage to men
Advantage to women
Gender gaps in literacy and numeracy
-10
0
10
20
30Literacy (Men - Women)
Advantage to men
Advantage to women
48
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
…and also of immigrantsForeign-language immigrants with low levels of education tend to have low skills
Literacy proficiency by immigrant background
Chile Italy
GreeceSp
ain
Singapore
Israel
Slove
niaFra
nce
Lithuania
Ireland
Northern Ire
land (UK)
Cyprus
OECD average
Korea
Austria
Slova
k Republic
Czech Republic
Germany
United St
ates
Denmark
Russian Fe
deration²
England (UK)
Flanders
(Belgium)
Estonia
Canada
New Zealand
Norway
Sweden
Netherlands
Finland
150
170
190
210
230
250
270
290
Native-born In host country 5 or fewer years In host country more than 5 years Series4
Chile Italy
GreeceSp
ain
Singapore
Israel
Slove
niaFra
nce
Lithuania
Ireland
Northern Ire
land (UK)
Cyprus
OECD average
Korea
Austria
Slova
k Republic
Czech Republic
Germany
United St
ates
Denmark
Russian Fe
deration²
England (UK)
Flanders
(Belgium)
Estonia
Canada
New Zealand
Norway
Sweden
Netherlands
Finland
150
170
190
210
230
250
270
290
Native-born In host country 5 or fewer years Series3
Chile Italy
GreeceSp
ain
Singapore
Israel
Slove
niaFra
nce
Lithuania
Ireland
Northern Ire
land (UK)
Cyprus
OECD average
Korea
Austria
Slova
k Republic
Czech Republic
Germany
United St
ates
Denmark
Russian Fe
deration²
England (UK)
Flanders
(Belgium)
Estonia
Canada
New Zealand
Norway
Sweden
Netherlands
Finland
150
170
190
210
230
250
270
290
Native-born Series2
50
SURVEY OF ADULT SKILLS
Success is increasingly about building skills beyond formal education
Participation in all education and training, by literacy level (Adults aged 25-65 years)
0
20
40
60
80
100Levels 4/5 Level 1 or below%
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 .
59
SURVEY OF ADULT SKILLS
Putting skills to effective useSkills will only translate into better economic and social outcomes if they are used effectively
Level 1 or below
Level 2 Level 3 Levels 4 and 5
Literacy
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
Reading at work Writing at work
Inde
x of
use
Skills use at work, by proficiency levelOECD average
Level 1 or below
Level 2 Level 3 Levels 4 and 5
Numeracy
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
Numeracy at work
Most frequent use = 5
Less frequent use = 1
Most frequent use = 5
Less frequent use = 1
Jakarta
(Indonesia
)
Turkey Ita
lySp
ainIsr
ael
Lithuania
Korea
OECD avera
ge
Irelan
d
United St
ates
Czech Republic
Russian Fed
eration³
England (U
K)
Slovak R
epublic
Norway
Australia
Netherlands
Japan1.5
2.0
2.5
3.0
3.5
150
200
250
300
350
Reading at work (left hand axis) Literacy proficiency (rigth hand axis)
Read
ing
use
at w
ork
Profi
cien
cy in
lite
racy
scor
e
Skills use at work and skills proficiency of working population
Reading Writing Numeracy ICT Problem solving2.0
2.5
3.0
3.5
1-10 employees 11-50 employees 51-250 employees 251-1000 employees1000+ employees
Inde
x of
use
Skills use at work, by proficiency level, by firm size (OECD average)
Most frequent use = 5
Less frequent use = 1
Effect of education, literacy proficiency and reading use at work on wagesPercentage change in wages associated with a one standard deviation increase in years of education, proficiency in literacy and reading use at work
GreeceSp
ain
Lithuania
Estonia
Turke
y
Norway
France
Sweden
Cypru
s
OECD average
Australi
a
Ireland
Germany
Chile
Slovak
Republic
Israel
United States
0
5
10
15
20
25
30
35
Years of education Proficiency (literacy) Reading at work%
020
40
Qualification mismatch
020
40
Literacy mismatch
020
40
Field-of-study mismatch
Mismatched (over) Mismatched (under) Total mismatch
Mismatch (percent of workers)
%
%
%
Effect of qualification, literacy and field-of-study mismatch on wagesPercentage difference in wages between overqualified, overskilled or field-of-study mismatched workers and their well-matched counterparts
Israel
United States
Canada
Cypru
sChile
Denmark
Ireland
OECD average
Estonia
New Zealand
Lithuania
Netherlands
Czech
Republic
Norway
Austria
Flanders
(Belgium)
Jakarta (
Indonesia)
-30-25-20-15-10
-505
101520
Over-qualified(Ref: same qualifications, well-matched job)
Overskilled in literacy(Ref: same skills, well-matched job)
Field-of-study mismatched(Ref: same field of staudy, well-matched job)
%
66
SURVEY OF ADULT SKILLS
Skills are everybody’s business
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.
Data products
Data ExplorerPublic Use Files (all countries except Australia)Background QuestionnaireCodebookSAS and STATA tools IEA Data AnalyserTechnical ReportEducation and Skills On-line
72
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