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Programme for the International Assessment of Adult Competencies (PIAAC)

Programme for the International Assessment of Adult Competencies (PIAAC) . Part of OECD Skills program together with PISA and OECD Skills Strategy PISA looks at knowledge and skills of 15-year olds , PIAAC the entire adult population, (16-65).

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Programme for the International Assessment of Adult Competencies (PIAAC)

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  1. Programme for the International Assessment of Adult Competencies (PIAAC) Part of OECD Skills program together with PISA and OECD Skills Strategy PISA looks at knowledge and skills of 15-year olds , PIAAC the entire adult population, (16-65). PISA tries to identify ways in which students can learn better, teachers can teach better, and schools can operate more effectively. PIAAC focuses on how adults develop their skills, how the use sills, and what benefits they gain from using them. PIAAC collects information on how skills are used at home, in the workplace and in the community, how these skills developed maintained and lost over a lifetime, and how these skills are related to labour market participation, income, health, and social and political engagement.

  2. The PIAAC policy ambition (a) identify and measure differences between individuals and countries in competencies believed to underline both personal and societal success; (b) assess the impact of these competencies on social and economic outcomes at individual and aggregated levels; (c) gauge the performance of education and training systems, workplace practices and social policies in generating required competencies; and (d) help to clarify the policy levers that could contribute to enhancing competencies.

  3. Overselling what PIAAC can do • “For instance, it would be valuable to know whether six months of early childhood education is less, equally or more important in determining patterns of learning in adulthood than other policies (such as aspects of curriculum design, aims at increasing the motivation to learn, or financial incentives for adult learning)” OECD, 2007, p. 29). Original data collection ambition: • Test to assess literacy, numeracy and problem solving • Individual survey • Workplace survey • Collection of administrative and policy data from countries

  4. The economistic discourse Education as a production function: Education - worker’s characteristics – productivity - wage individual and national prosperity. “Education is becoming less distinct from that which is he economy (OECD, 1989). Predictions of labour market structure where will the new jobs come and relationship between education and employment/wages, wellbeing, health Almost exclusively focus on supply of skilled workforce supply not demand “Education is the best economic policy we have” (Tony Blair) “When learning becomes profitable we capitalists must become humanists.” (Gyllenhammar)

  5. Percentageofworkers who are overorunderqualified over-orunder-skilledinliteracy( after Thorn, 2013) Under-qualification Over-qualification Sweden Finland Canada Netherlands Estonia Poland Denmark Flanders… England/N.… Norway UnitedStates Australia Japan Average Korea Italy Slovak… Germany Ireland Czech Republic Spain Austria Under-skilled Over-skilled % % % 40 30 20 10 0 0 5 10 15 20

  6. Methods Target population: adults aged 16-65’ residing in the country, irrespective of nationality, citizenship or language status. Language of assessment: the official language or languages of each participating country. In some countries also conducted in widely spoken minority or regional language. Sample size: varies by country from 4,500 to 27300 (Canada), in total 24 countries, 22 OECD countries plus Russian Federation and Cypress. Data collection: survey undertaken in respondent’s home and administered on laptop computer or by a paper version depending on computer skills.

  7. SurveyofAdultSkillsSkills assessed (after Thorn, 2013) “Key information-processingskills” Theabilityto... Understand,evaluate,useandengagewithwritten texts. Inorderto.. Achieveone’sgoals,andtodevelopone’sknowledgeandpotential. Literacyencompassesa rangeofskillsfrom.. Thedecodingofwrittenwordsandsentences Thecomprehension,interpretationandevaluationofcomplextexts. Literacy Theabilityto… Access,use,interpretandcommunicatemathematicalinformationandideas Inorderto.. Engageinandmanagethemathematicaldemandsofarange ofsituationsinadults. Numeracyinvolves Managingasituationorsolvinga probleminareal context,byrespondingtomathematical content/information/ideasrepresentedinmultipleways. Numeracy ProblemSolving InTechnology-rich Environments Theabilityto… Usedigitaltechnologycommunicationtools andnetworkstoacquireandevaluateinformation, communicatewithothersandperformpracticaltasks. Theassessmentfocusesontheabilitiesto… Solveproblemsforpersonal,workand civicpurposesby settingupappropriategoalsandplans, and accessingandmakinguse of informationthroughcomputersandcomputernetworks. 4

  8. The big message: Skills transforms lives and drives economiesWhat people know and can do impact on their life chances On the average as proficiency increases: • the chances of being in the labour force and being employed increases, • wages increases, • skills also positively associated with other aspects of wellbeing (health, trust, participation in volunteer work).

  9. Summaryofproficiencyinkeyinformation-processingskills (After Thorn, 2013) Significantlyabovetheaverage Notsignificantlydifferentfrom theaverage Significantlybelowtheaverage

  10. Adult literacy proficiency by country, Literacy by country by level 0.7 100 80 60 40 20 0 20 40 60 80 100 %

  11. National inequalities • High social inequalities: England, Germany, Italy, Poland and the United States • Low social inequalities: Japan, Australia, Netherland, Norway and Sweden (mirrors PISA distributions)

  12. 3.14Literacy proficiency:scoredifferencesbetween native-andforeign-bornadults (after Thorn, 2013) Higherscoresfor native-bornadults Scorepointdifference 70 Unadjusted Adjusted 60 50 40 30 20 10 Higherscoresfor 0 foreignborn-adults -10

  13. Differencesin literacyproficiencybetween5thand 95thpercentile (after Thorn, 2013) Score-pointdifference 170 160 150 140 130 120 110 100 Sweden Canada UnitedStates Finland Spain Australia France Netherlands England(UK) England/N. Ireland (UK) Poland Ireland Germany Denmark Flanders(Belgium) Norway Average NorthernIreland (UK) Italy Estonia Austria Korea Czech Republic SlovakRepublic Japan

  14. Literacyskills inyoungerandoldergenerations ( after Thorn, 2013) Average55-65 year-olds Average16-65 year-olds Average16-24 year-olds UK US Canada Germany France Finland Spain Korea 220 230 240 250 260 270 280 290 300 Score

  15. Role of formal education • More important in Canada, USA less in Austria, Australia, Estonia, Finland, Japan, Italy • In some countries skill levels differ markedly from what data on formal qualifications suggest ( United States rank much higher level of formal qualifications than in numeracy, literacy and problem solving skills) • Japanese and Dutch 25-34 year-olds with only high school outperform Italian and Spanish university graduates of the same age. Interesting examples in many countries where those with less education outperformed those with higher education- especially in older groups. • Raises questions about the relevance and quality of education in some countries.

  16. 570 5.6a(N)Mean numeracyproficiencyinPISAandinthe SurveyofAdultSkills(after Thorn, 2013) 23-25 year-olds 550 Korea Finland Netherlands Canada Japan 530 Australia CzechRepublic Denmark Sweden 510 Ireland GerAustria many SlovakRepublic Norway 490 Poland UnitedStates Italy Spain 470 450 220 230 240 250 260 270 280 290 300310320 SurveyofAdultSkillsscore

  17. 5.6a(L)Meanliteracy proficiencyinPISAandinthe Surveyof AdultSkills 23-25 year-olds(after Thorn, 2013) PISAscore 570 550 Finland Canada Australia Ireland 530 Korea Japan Sweden 510 UnitedStates Norway Spain Austria Denmark CzechRepublic 490 Italy Poland Germany 470 450 260 270 280 290 300 310 SurveyofAdult Skillsscore 320

  18. 5.7(L) Participationrate in adulteducationby literacyproficiencylevels (after Thorn, 2013) Percent Alladulteducationandtraining 100 80 60 40 20 0 Belowlevel1 Level1 Level2 Level3 Level4/5

  19. Useofskillsat work( after Thorn, 2013) Mostfrequentuse=4 2.4 Average 2.2 Canada 2 Indexof use Italy 1.8 Japan 1.6 UnitedStates 1.4 Numeracyat work Problemsolving atwork Readingat work Leastfrequentuse=0 Writingat work ICTat work

  20. Useofskillsat work( after Thorn, 2013) Mostfrequentuse=4 3.6 3.4 Average 3.2 3 Canada 2.8 2.6 Italy Indexof use 2.4 2.2 Japan 2 1.8 UnitedStates 1.6 1.4 Taskdiscretion Learning Influencing Co-operative Self-organising Dexterity Physical Leastfrequentuse=0

  21. 6.11(L)Volunteering andliteracyproficiency Statistically significant differencesare markedin adarkertone Oddsratio ( after Thorn, 2013) 5 Referencegroup:Level1orbelow 4 3 2 1 0 Level2 Level3 Level4/5

  22. Per cent of workers who report experiencing change at their current workplace during the last 3 years which has affected their immediate working environmentSource: European Working Conditions Survey, 2010.

  23. Information about PIAAC • OECD (2013). OECD Skills Outlook 2013: First results from the survey of adult skills. Paris: OECD (available from the web) • OECD (2013). Technical Report of the Survey • of Adult Skills (PIAAC). Paris: OECD (pre-publication copy available on the web). • The Centre for Literacy:"Sabadooey PIAAC?": Interpreting PIAAC ResultsHowdy.
Blog Name: "Sabadooey PIAAC?": Interpreting PIAAC Results
Blog URL: http://piaacinstitutes.wordpress.com

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