skilled for life - key findings from the survey of adult skills (andreas schleicher - special...
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1
Skilled for Life? KEY FINDINGS FROM THE SURVEY OF ADULT SKILLS
2
Survey of Adult Skills Participating countries
2013
(**see notes A and B in the Reader’s Guide).
3
2016
Survey of Adult Skills Participating countries
(**see notes A and B in the Reader’s Guide).
4
Survey of Adult Skills in brief
(**see notes A and B in the Reader’s Guide).
4
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
5
SURVEY OF ADULT SKILLS
Skills Transform Lives and Drive EconomiesWhat people know and what they can do with what they know has a major impact on their life chances
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
Average England (UK)
(scoring at Level 4/5 compared with those scoring at Level 1 or below)
Odds ratio
7
SURVEY OF ADULT SKILLS
Inequality in skills relates to how wealth is shared in nations
8
Inequality in the distribution of income and literacy skills
1.41.451.51.551.61.651.7
0.2
0.22
0.24
0.26
0.28
0.3
0.32
0.34
0.36
0.38
0.4
0.33593915
0.26078351
0.32350417
0.25612512
0.2478
0.3150587
0.25947413
0.295440.29327448
0.336604
0.32925796
0.3150.29374042
0.2501
0.3144635
0.25663323
0.31701137
0.259326
0.37823832
0.2591987
England/N. Ireland (UK)
Literacy skills inequality (9th/1st decile)
Income inequality (Gini coefficient)
Low income inequalityLow skills inequality
Low income inequalityHigh skills inequality
High income inequalityHigh skills inequality
High income inequalityLow skills inequality
Avera
ge
Average
9
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
SpainItaly
United StatesFranceIreland
Northern Ireland (UK)Poland
England/N. Ireland (UK)England (UK)
KoreaCanada
AustraliaAverage
Russian Federation³Germany
EstoniaAustria
Czech RepublicSlovak Republic
DenmarkNorwaySweden
NetherlandsFlanders (Belgium)
FinlandJapan
240 250 260 270 280 290 300
25th
Mean and .95 confidence interval for
mean 75th 95th 5th
Score
Skills of adultsNumeracy
7 points are roughly equal to one year of education
ItalySpain
FranceIrelandPoland
Northern Ireland (UK)Austria
United StatesGermanyDenmark
England/N. Ireland (UK)Korea
England (UK)AverageCanada
Slovak RepublicCzech Republic
Russian Federation³Flanders (Belgium)
EstoniaNorwaySweden
AustraliaNetherlands
FinlandJapan
240 250 260 270 280 290 300
25th
Mean and .95 confidence interval for
mean 75th 95th 5th
Score
Skills of adultsLiteracy
7 points are roughly equal to one year of education
ItalySpain
FranceIrelandPoland
Northern Ireland (UK)Austria
United StatesGermanyDenmark
England/N. Ireland (UK)Korea
England (UK)AverageCanada
Slovak RepublicCzech Republic
Russian Federation³Flanders (Belgium)
EstoniaNorwaySweden
AustraliaNetherlands
FinlandJapan
100 150 200 250 300 350 400
25th
Mean and .95 confidence interval for
mean 75th 95th 5th
Score
Skills of adultsLiteracy
ItalySpain
FranceIrelandPoland
Northern Ireland (UK)Austria
United StatesGermanyDenmark
England/N. Ireland (UK)Korea
England (UK)AverageCanada
Slovak RepublicCzech Republic
Russian Federation³Flanders (Belgium)
EstoniaNorwaySweden
AustraliaNetherlands
FinlandJapan
100 150 200 250 300 350 400
25th
Mean and .95 confidence interval for
mean 75th 95th 5th
Score
Skills of adultsLiteracy
15
Evolution of employment in occupational groups defined by level of skills proficiency
1998
1999
2000
2001
2002
2003
2004
-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
16
PolandIreland
Slovak RepublicEstonia
KoreaUnited States
AustriaCzech Republic
AverageFlanders (Belgium)
JapanEngland/N. Ireland (UK)
GermanyCanada
AustraliaDenmark
NorwayNetherlands
FinlandSweden
100 80 60 40 20 0 20 40 60 80 100
Level 22 Level 32
Young adults (16-24 year-olds) All adults (16-65 year-olds)
Proficiency in problem solving in technology-rich environments
%
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.
17
New technologiesPercentage of workers who reported the introduction of new process or technologies in their current workplace during the previous three years that affected their work
Source: European Working Conditions Survey, 2010. See Tables A1.7a and A1.7b.
Percent
Sw
ed
en
Fin
lan
d
De
nm
ark
No
rwa
y
Un
ite
d K
ing
do
m
Ne
the
rla
nd
s
Ma
lta
Ko
rea
Esto
nia
Ire
lan
d
Latv
ia
Fra
nce
Lu
xe
mb
ou
rg
Ave
rag
e
Cro
ati
a
Cze
ch
Re
pu
bli
c
Slo
va
k R
ep
ub
lic
Be
lgiu
m
Ge
rma
ny
Au
str
ia
Po
rtu
ga
l
Slo
ve
nia
Gre
ece
Ita
ly
Lit
hu
an
ia
Mo
nte
ne
gro
Hu
ng
ary
Tu
rke
y
Sp
ain
Bu
lga
ria
Ma
ce
do
nia
Ro
ma
nia
Alb
an
ia
Po
lan
d20
10
0
10
20
30
40
50
60Low-skilled clerical High-skilled clerical Low-skilled manual High-skilled manual Total
19
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
Irelan
d
Slova
k Republic
Czech
Republic
Australi
a
Engla
nd/N. Ir
eland (U
K)Sp
ain
Estonia
Canad
aIta
ly
Austria
Averag
e
German
y
United St
ates
Flanders
(Belgi
um)
France
DenmarkKorea
Norway
Netherlands
Finlan
d
Sweden
Japan
Poland
200
220
240
260
280
300
320
Native-born
Literacy proficiencyby immigration background
Irelan
d
Slova
k Republic
Czech
Republic
Australi
a
Engla
nd/N. Ir
eland (U
K)Sp
ain
Estonia
Canad
aIta
ly
Austria
Averag
e
German
y
United St
ates
Flanders
(Belgi
um)
France
DenmarkKorea
Norway
Netherlands
Finlan
d
Sweden
Japan
Poland
200
220
240
260
280
300
320
Native-born Foreign-born - < 5 years
172
Literacy proficiencyby immigration background
Irelan
d
Slova
k Republic
Czech
Republic
Australi
a
Engla
nd/N. Ir
eland (U
K)Sp
ain
Estonia
Canad
aIta
ly
Austria
Averag
e
German
y
United St
ates
Flanders
(Belgi
um)
France
DenmarkKorea
Norway
Netherlands
Finlan
d
Sweden
Japan
Poland
200
220
240
260
280
300
320
Native-born Foreign-born - < 5 yearsForeign-born - 5 years and more
172
Literacy proficiencyby immigration background
23
SURVEY OF ADULT SKILLS
Some countries have made significant progress in improving skills proficiency
240 245 250 255 260 265 270 275 280 285 290 295 300Score
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 million16-24 year-olds scoring at Level
4/5
Au
stra
lia, 4
%
Germany, 9%
Kore
a, 6
%Poland, 5%
Aust
ria,
1%
Canada, 4%
Cze
ch R
epublic,
4% Estonia, 0.2%
Flanders (Belgium), 1%
France, 5%
Ireland, 0.3%Italy, 2%
Japan, 21%Norw
ay, 0.5%
Slovak Republic, 0.4%Spain, 1%Sweden, 1%
Engl
and/
N. I
rela
nd
(UK)
4%
Pola
nd ,
3%
Austr
alia,
3%
Germany, 4%
Ireland, 0.2%
Kore
a, 1
%
Net
herl
ands
. 2%
7.9 million55-65 year-olds scoring at Level 4/5
Denmark, 0.5%
Finla
nd, 1%
Those entering the job market Those nearing retirement
26
SURVEY OF ADULT SKILLS
Formal education plays a key role in developing foundation skills…
EstoniaPoland
KoreaIrelandCanada
Slovak RepublicNorthern Ireland (UK)
JapanAustria
United StatesAverage
GermanyEngland/N. Ireland (UK)
England (UK)DenmarkAustralia
Flanders (Belgium)Finland
Czech RepublicNorwaySweden
Netherlands
70 50 30 10 10 30 50 70
Level 22 Level 3
Below upper secondary Tertiary
PercentPercent
Problem solving proficiencyby educational attainment
28
SURVEY OF ADULT SKILLS
… but more education does not automatically translate into better skills
29
Mean literacy proficiency and distribution of literacy scores, by
educational attainment
Lower than upper secondary
Upper secondary
Tertiary
100 125 150 175 200 225 250 275 300 325 350 375 400
Italy
Score
25th percentile
Mean75th
percentile
Lower than upper secondary
Upper secondary
Tertiary
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
30
SURVEY OF ADULT SKILLS
Success is increasingly about building skills beyond formal education
31
Level 2
15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65240
250
260
270
280
290
300
310
Literacy skills and age
Age
Score
Literacy unadjusted
Numeracy unadjusted
Numeracy adjusted
Literacy adjusted
32
Likelihood of participating in adult education and training, by level of literacy proficiency
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 .
39
SURVEY OF ADULT SKILLS
Putting skills to effective useSkills will only translate into better economic and social outcomes if they are used effectively
Use of skills at work
Reading at work
Writing at work
Numeracy at work
ICT at work Problem solving at
work
1.4
1.6
1.8
2
2.2
2.4
Average
United States
Italy
Japan
United Kingdom
Most frequent use = 4
Least frequent use = 0
Ind
ex o
f use
The use of information-processing skills at work, by establishment size
Reading at work
Writing at work
Numeracy at work
ICT at work Problem solving
1.4
1.6
1.8
2.0
2.2
2.4
1-10 employees
11-50 employees
51-250 employees
251-1000 employees
1000+ employees
Most frequent use = 4
Least frequent use = 0
Ind
ex o
f use
Austria
Czech Republic
Germany
Italy
Average
Australia
Norway
Flanders (Belgium)
Poland
England
Netherlands
Finland
0 10 20 30 40
Under-skilled
Over-skilled
%%
Percentage of workers who are over/under qualified over/under-skilled in literacy
35 30 25 20 15 10 5 0
Under-qualifica-tionOver-qualifica-tion
%%
43
Labour productivity and the use of reading skills at work
1.5 1.6 1.7 1.8 1.9 2 2.1 2.2 2.33
3.2
3.4
3.6
3.8
4
4.2
4.4
4.6
3.89385903480046
3.94352167248753
3.83514196109219
3.39450839351136
3.97968165390196
3.25424296870549
3.87328217711172
4.021773869387244.21656219494637
3.81990771652034
3.72810016726723
3.39114704580865
4.09100566095659
4.4188406077966
3.26575941076705
3.49650756146648
3.8607297110406 3.94545778151438
4.09767235231478
3.85439389259152
Use of reading skills at work
(log
) Lab
ou
r p
rod
uct
ivit
y
Slope = 1.118 (0.407)R2 = 0.296
Adjusted predictionSlope = 1.643 (0.504)R2 = 0.371
44
SURVEY OF ADULT SKILLS
Equal skills don’t always imply equal opportunitiesGender 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.
45
Gender gap in wages and in the use of problem-solving skills at work
-10 -5 0 5 10 15 20 25 300
5
10
15
20
25
Percentage difference in the use of problem-solving skills at work (men minus women)
Perc
enta
ge d
iffere
nce
betw
een m
en’s
and
wom
en’s
wages (
men m
inus w
om
en)
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.
50
Find Out More at:
http://skills.oecd.org/skillsoutlook.htm All national and international publications
The complete micro-level database
Without data, you are just another person with an opinion
…and remember:
EmailAndreas.Schleicher@OECD.org
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