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  • 1
    Language: English
    Pages: 1 Online-Ressource (54 p.)
    Series Statement: OECD Education Working Papers no.230
    Keywords: Education
    Abstract: This paper illustrates similarities and differences between two international surveys that assess adults’ skills: the Programme for the International Assessment of Adult Competencies (PIAAC) and the Skills Towards Employment and Productivity (STEP) survey. In particular, the paper highlights the issues that can arise for researchers interested to jointly analyse the data from the two surveys and to compare their results. The paper finds that, in spite of the many similarities, important differences exist between PIAAC and STEP, both in the way the data are collected, and in the way the proficiency of respondents is estimated. These issues can indeed affect the cross-country comparability of results from the two surveys. There is instead little evidence that the literacy assessment used in the two surveys is not adequate to form a basis for a valid assessment of adults’ proficiency on a global scale.
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  • 2
    Language: English
    Pages: 1 Online-Ressource (circa 72 Seiten) , Illustrationen
    Series Statement: OECD science, technology and industry working papers 2017, 05
    Series Statement: OECD science, technology and industry working papers
    Keywords: Betriebliche Wertschöpfung ; Internationale Arbeitsteilung ; Qualifikation ; OECD-Staaten ; Science and Technology ; Amtsdruckschrift ; Arbeitspapier ; Graue Literatur
    Abstract: This study follows a job task-based approach to measure the skills of individuals. It exploits information contained in the OECD Survey of Adult Skills (PIAAC) and conducts an exploratory state-of-the-art factor analysis to obtain six task-based skills indicators that are comparable across 31 countries. By combining the PIAAC-based skills indicators with OECD Trade in Value Added (TiVA) data, light is shed on the way skills and their distributions (at the country-industry level) relate to industry performance and to integration into global value chains (GVCs). The results underline the importance of cognitive skills such as literacy, numeracy and problem solving for any industry to thrive in the global economy. Also, a persistent and positive association with labour productivity and participation in GVCs is observed, at the industry level, for non-cognitive skills such as managing and communication skills, ICT skills and workers’ readiness to learn and to think creatively.
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  • 3
    Language: English
    Pages: 1 Online-Ressource (117 p.)
    Series Statement: OECD Education Working Papers no.155
    Keywords: Education
    Abstract: This paper uses data from PISA and the OECD Survey of Adult Skills (PIAAC) to examine the evolution of socio-economic and gender disparities in literacy and numeracy proficiency between the ages of 15 and 27 in the sample of countries that took part in both studies. Socio-economic disparities are exacerbated between the age of 15 and 27 and the socio-economic gap in proficiency widens, particularly among low-achievers. Gender disparities in literacy at age 15 are marked across the performance spectrum but are particularly wide among low-performers. However, by age 24 there is no difference in the literacy proficiency of males and females. The gender gap in numeracy at age 15 is quantitatively small when compared with the gap in literacy, although it is more pronounced among high achievers. The paper canvasses possible explanations for the trends observed and discusses implications for policy and practice, including the extent to which the lack of an established link between PISA and PIAAC limits the analytical value of the two studies.
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  • 4
    Language: English
    Pages: 1 Online-Ressource (30 p.)
    Series Statement: OECD Education Working Papers no.191
    Keywords: Education
    Abstract: This paper explores the impact of test-taking conditions on the quality of the Programme for the International Assessment of Adult Competencies (PIAAC) assessment. Interviewers record information about the room of assessment and interruptions that occurred during each interview. These observations, along with information on interviewer assignment size and a careful look at interviewer effects, provide insights into the quality of the assessment. This working paper first describes the variations in test-taking conditions among participating countries. Second, it examines interviewer assignment sizes and the frequency of interruptions, finding that both vary markedly among countries (contrary to the room of assessment). The paper then looks at the relationship between these variations and response rates and engagement measures. While neither the room of assessment nor the recorded interruptions impact quality differences among countries, interviewer assignment size and interviewer effects may have a mild impact on results.
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