oecd skills outlook - key findings from the survey of adult skills
TRANSCRIPT
1
ANDREAS SCHLEICHERSpecial advisor to the Secretary-General on Education Policy
Deputy Director for Education and Skills
Skilled for Life? KEY FINDINGS FROM THE SURVEY OF ADULT SKILLS
Brussels, 8 October 2013
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).
5
Survey of Adult Skills in brief
(**see notes A and B in the Reader’s Guide).
5
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
6
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
7
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
8
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
9
Likelihood of positive social and economic outcomes among highly proficient adults
1.0
1.5
2.0
2.5
3.0
3.5
4.0Literacy Numeracy
(scoring at Level 4/5 compared with those scoring at Level 1 or below)
Odds ratio
12
SURVEY OF ADULT SKILLS
Inequality in skills relates to how wealth is shared in nations
13
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
17
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)
KoreaCyprus**
CanadaAustraliaAverage
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)Cyprus**
AustriaUnited States
GermanyDenmark
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)Cyprus**
AustriaUnited States
GermanyDenmark
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)Cyprus**
AustriaUnited States
GermanyDenmark
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
30
ItalySpain
FranceIrelandPolandAustria
United StatesGermanyDenmark
England/N. Ireland (UK)Korea
AverageCanada
Slovak RepublicCzech Republic
Russian Federation³Flanders (Belgium)
EstoniaNorwaySweden
AustraliaNetherlands
FinlandJapan
80 60 40 20 0 20 40 60 80
0.70.80.80.50.0
1.84.21.5
0.41.40.31.20.90.30.60.0
5.20.4
2.20.0
1.92.3
0.01.2
Level 2 Level 1 Below Level 1 Level 3 Level 4/5 No information
%
Adults at Level 4/5 can • Perform multiple-step operations to integrate, interpret, or synthesise information from complex or lengthy texts that involve conditional and/or competing information. • Make complex inferences and appropriately apply background knowledge as well as interpret or evaluate subtle truth claims or arguments.
Adults at Level 3 can • Understand and respond appropriately to dense or lengthy texts.• Understand text structures and rhetorical devices.• Identify, interpret, or evaluate one or more pieces of information and make appropriate inferences. • Perform multi-step operations and select relevant data from competing information in order to identify and formulate responses. •Technicians, Professionals
Adults at Level 2 can• Integrate two or more pieces of information based on criteria• Compare and contrast or reason about information and make low-level inferences. • Navigate digital texts to access and identify information from various parts of a document.•Shop assistants, machine operators
Adults at Level 1 can • Read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information.• Complete simple forms, understand basic vocabulary, determine the meaning of sentences, and read continuous texts with a degree of fluency.
What adults can doLiteracy
32
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
36
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.
40
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.
Sw
ed
en
Fin
lan
d
No
rway
Den
mark
Un
ited
Kin
gd
om
Neth
erl
an
ds
Malt
a
Lu
xem
bo
urg
Cyp
rus1
Irela
nd
Belg
ium
Germ
an
y
Ko
rea
Latv
ia
Au
str
ia
Avera
ge
Esto
nia
Cro
ati
a
Slo
vak R
ep
ub
lic
Fra
nce
Po
rtu
gal
Lit
hu
an
ia
Italy
Sp
ain
Slo
ven
ia
Czech
Rep
ub
lic
Hu
ng
ary
Gre
ece
Mo
nte
neg
ro
Maced
on
ia
Tu
rkey
Po
lan
d
Ro
man
ia
Bu
lgari
a
Alb
an
ia
20
10
0
10
20
30
40
50
60 Low-skilled clerical High-skilled clerical Low-skilled manual High-skilled manual Total
Percent
Italy
Spain
Northern Ireland (UK)
Slovak Republic
England (UK)
United States
Average
Germany
Australia
Austria
Sweden
Finland
225 275 325
Score
General (secondary)
225 275 325
Score
Vocational (second-ary)
Literacy skills of youthBy programme orientation
25th percentile
Mean and .95 confidence interval for
mean
75th percentile
Average score for general orientation
Average score for general orientation
Average score for vocational orientation
46
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
52
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
Estonia, 0.2%
Flanders (Belgium), 1%
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
56
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
63
SURVEY OF ADULT SKILLS
… but more education does not automatically translate into better skills
64
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
65
SURVEY OF ADULT SKILLS
Success is increasingly about building skills beyond formal education
66
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
77
Likelihood of participating in adult education and training, by level of literacy proficiency
Cypru
s
Nor
way
Net
herla
nds
Flan
ders (B
elgiu
m)
Ital
y
Czech
Rep
ublic
Finla
nd
Irel
and
Swed
en
Japan
Engla
nd/N. I
rela
nd (UK)
Avera
ge
Unit
ed S
tate
s
Den
mar
k
Esto
nia
Austria
Polan
d
Spain
Slova
k Rep
ublic
Austra
lia
Canad
a
Korea
Ger
man
y1
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 .
88
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
Cyprus**
United States
UK
Denmark
Estonia
Northern Ireland
Canada
Sweden
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
%%
99
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
4.021773869387254.21656219494637
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
104
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.
105
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.
110
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:
112
SURVEY OF ADULT SKILLS
Additional Slides
113
Trust and literacy proficiency
Cypru
s1
Japa
n
Korea
Slov
ak R
epub
lic
Esto
nia
Spain
Flan
ders
(Belgium
)
Finlan
dIta
ly
Unite
d St
ates
Ireland
Polan
d
Canad
a
Avera
ge
Nethe
rland
s
Austria
Czech
Rep
ublic
Swed
en
Englan
d/N. I
reland
(UK)
Germ
any
Norway
Denm
ark
Australia
0
1
2
3
4
5Level 2 Level 3 Level 1 or below
Odds Ratio
Statistically significant differences are in a darker tone
Reference group: Level 4/5
114
Volunteering and literacy proficiency
Cypru
s1
Austria
Japa
n
Polan
dIta
ly
Slov
ak R
epub
lic
Spain
Ireland
Nethe
rland
s
Finlan
d
Denm
ark
Czech
Rep
ublic
Norway
Esto
nia
Avera
ge
Korea
Flan
ders
(Belgium
)
Swed
en
Germ
any
Unite
d St
ates
Englan
d/N. I
reland
(UK)
Australia
Canad
a0
1
2
3
4
5
Level 2 Level 3 Level 4/5Odds Ratio
Statistically significant differences are in a darker tone
Reference group: Level 1 or below
115
Political efficacy and literacy proficiency
Spain
Ireland
Japa
n
Finlan
d
Denm
ark
Polan
d
Austria
Korea
Slov
ak R
epub
lic
Czech
Rep
ublic
Swed
en
Flan
ders
(Belgium
)
Norway
Canad
a
Nethe
rland
s
Avera
ge
Australia
Italy
Unite
d St
ates
Cypru
s1
Englan
d/N. I
reland
(UK)
Esto
nia
Germ
any
0
1
2
3
4
5
Level 2 Level 3 Level 1 or belowOdds Ratio
Statistically significant differences are in a darker tone
Reference group: Level 4/5
116
Reported health and literacy proficiency
Italy
Japa
n
Flan
ders
(Belgium
)
Norway
Finlan
d
Ireland
Korea
Esto
nia
Slov
ak R
epub
lic
Nethe
rland
s
Cypru
s
Avera
ge
Czech
Rep
ublic
Australia
Canad
a
Polan
d
Denm
ark
Swed
en
Englan
d/N. I
reland
(UK)
Spain
Austria
Unite
d St
ates
Germ
any
0
1
2
3
4
5 Level 2 Level 1 or below
Odds Ratio
Statistically significant differences are in a darker tone
Reference group: Level 4/5
117
260 270 280 290 300 310 320450
470
490
510
530
550
570
528.28
492.06
534.31
491.58496.87
546.47
483.99
526.67
487.47
522.23524.75
505.28
479.12
492.55
516.33504.42
Ave
rage
at
26-2
8OECD average for PISA 2000
Survey of Adult Skills score
Mean literacy proficiency in PISA and in the Survey of Adult Skills (26-28 year-olds)
PISA Score
+–
++
––
–+
Mean reading score in PISA 2000 and literacy score in the Survey of Adult Skills 2012
118
260 270 280 290 300 310 320450
470
490
510
530
550
570
512.89
490.19
527.01
482.72
494.48
500.75
546.87
494.94
517.31
497.96
556.02
506.75
484.29
507.64
466.35460.83
507.31
521.99
494.65495.56 495.30
Mean literacy proficiency in PISA and in the Survey of Adult Skills (20-22 year-olds)
Avera
ge a
t 2
0-2
2
OECD average for PISA 2006
PISA Score
Survey of Adult Skills score
+–
+/– average in PISA 2006+/– average in Survey of Adult Skills in 2012
++
––
–+
Mean reading score in PISA 2006 and literacy score in the Survey of Adult Skills 2012
119
260 270 280 290 300 310 320450
470
490
510
530
550
570
514.90
470.28
524.24
478.19
494.92
500.96
535.88
497.31495.64
486.05
519.86
539.27
508.40503.23
500.48
477.44
481.04
497.45
499.83
519.00
496.98
495.00
499.00
Mean reading score in PISA 2009 and literacy score in the Survey of Adult Skills 2012
Avera
ge a
t 1
7-1
9
OECD average for PISA 2009
PISA Score
Survey of Adult Skills score
Mean literacy proficiency in PISA and in the Survey of Adult Skills (17-19 year-olds)
+–
++
––
–+
120
220 230 240 250 260 270 280 290 300 310 320450
470
490
510
530
550
570
533.00
515.00
533.00
498.00
514.00
536.00
490.00
503.00
457.00
557.00
547.00
499.00
470.00
476.00
510.00
493.00
Mean literacy proficiency in PISA and in the Survey of Adult Skills (26-28 year-olds)
Avera
ge a
t 2
6-2
8
OECD average for PISA 2000
PISA Score
Survey of Adult Skills score
+–
++
––
–+
Mean reading score in PISA 2000 and literacy score in the Survey of Adult Skills 2012
121
220 230 240 250 260 270 280 290 300 310 320450
470
490
510
530
550
570
524.27
505.61
532.49
516.46
514.29
544.29
502.99
502.84
465.66
534.14
542.23
537.82
495.19490.24
498.18
485.11
509.05
482.88
Avera
ge a
t 2
3-2
5
OECD average for PISA 2003
PISA Score
Survey of Adult Skills score
Mean literacy proficiency in PISA and in the Survey of Adult Skills (23-25 year-olds)Mean reading score in PISA 2003 and literacy score in the Survey of Adult Skills 2012
+–
++
––
–+
122
220 230 240 250 260 270 280 290 300 310 320450
470
490
510
530
550
570
519.91
505.48
527.01
509.86513.03
514.58
548.36
503.79501.47
461.69
523.10
547.46
530.65
489.85
495.43
492.11
479.96
502.36
474.35
543.44
Mean numeracy proficiency in PISA and in the Survey of Adult Skills (20-22 year-olds)
Avera
ge a
t 2
0-2
2
OECD average for PISA 2006
PISA Score
Survey of Adult Skills score
+–
++
––
–+
Mean reading score in PISA 2006 and literacy score in the Survey of Adult Skills 2012
123
220 230 240 250 260 270 280 290 300 310 320450
470
490
510
530
550
570
514.34
495.91
526.81
492.81
503.28512.10
540.50
512.78
487.14482.91
528.99
546.23
525.84
497.96494.80 496.68
483.49
494.24487.40
537.00
Mean numeracy proficiency in PISA and in the Survey of Adult Skills (17-19 year-olds)
Avera
ge a
t 1
7-1
9OECD average for PISA 2009
PISA Score
Survey of Adult Skills score
Mean reading score in PISA 2009 and literacy score in the Survey of Adult Skills 2012
+–
++
––
–+