skilled for life - i dati dell'italia

Skilled for Life? KEY FINDINGS FROM THE SURVEY OF ADULT SKILLS

0

Survey of Adult Skills Participating countries

1

2013

(**see notes A and B in the Reader’s Guide).

2016

Survey of Adult Skills Participating countries

2


Survey of Adult Skills in brief

3


3

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

SURVEY OF ADULT SKILLS

Skills Transform Lives and Drive Economies What people know and what they can do with what they know has a major impact on their life chances

4

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

Good to excellent

health

Being Employed

High levels of trust

Participation in volunteer

activities

High levels of political

efficacy

High wages

Average England (UK)

(scoring at Level 4/5 compared with those scoring at Level 1 or below)

Odds ratio


Inequality in skills relates to how wealth is shared in nations

6

Inequality in the distribution of income and literacy skills

7

Australia

Austria

Canada

Czech Republic

Denmark

Estonia

Finland

Germany

Ireland

Italy

Japan

Korea Netherlands

Norway

Poland

Slovak Republic

Spain

Sweden

United States

Flanders (Belgium)

England/N. Ireland (UK)

0,2

0,22

0,24

0,26

0,28

0,3

0,32

0,34

0,36

0,38

0,4

1,4 1,45 1,5 1,55 1,6 1,65 1,7

Literacy skills inequality (9th/1st decile)

Income inequality (Gini coefficient)

Low income inequality Low skills inequality

Low income inequality High skills inequality

High income inequality High skills inequality

High income inequality Low skills inequality

Averag

e

Average


The level and distribution of skills differs markedly across countries Much of the variation in skills proficiency is observed within countries, so most countries have significant shares of struggling adults

8

240 250 260 270 280 290 300

Spain

Italy

United States

France

Ireland

Northern Ireland (UK)

Poland


England (UK)

Korea

Canada

Australia

Average

Russian Federation³

Germany

Estonia

Austria

Czech Republic

Slovak Republic

Denmark

Norway

Sweden

Netherlands

Flanders (Belgium)

Finland

Japan

25th

Mean and .95 confidence interval for

mean 75th 95th 5th

Score

Skills of adults

Numeracy

7 points are roughly equal to one year of education

240 250 260 270 280 290 300

Italy

Spain

France

Ireland

Poland


Austria

United States

Germany

Denmark


Korea

England (UK)

Average

Canada

Slovak Republic

Czech Republic


Flanders (Belgium)

Estonia

Norway

Sweden

Australia

Netherlands

Finland

Japan

25th


mean 75th 95th 5th

Score

Skills of adults Literacy

7 points are roughly equal to one year of education

100 150 200 250 300 350 400

Italy

Spain

France

Ireland

Poland


Austria

United States

Germany

Denmark


Korea

England (UK)

Average

Canada

Slovak Republic

Czech Republic


Flanders (Belgium)

Estonia

Norway

Sweden

Australia

Netherlands

Finland

Japan

25th


mean 75th 95th 5th

Score

Skills of adults Literacy

Evolution of employment in occupational groups defined by level of skills proficiency

14

-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

100 80 60 40 20 0 20 40 60 80 100

Poland

Ireland

Slovak Republic

Estonia

Korea

United States

Austria

Czech Republic

Average

Flanders (Belgium)

Japan


Germany

Canada

Australia

Denmark

Norway

Netherlands

Finland

Sweden

Level 2 Level 3

Young adults (16-24 year-olds) All adults (16-65 year-olds)

Proficiency in problem solving in technology-rich environments

%

15

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.

New technologies Percentage of workers who reported the introduction of new process or technologies in their current workplace during the previous three years that affected their work

16

Source: European Working Conditions Survey, 2010. See Tables A1.7a and A1.7b.

Percent

20

10

0

10

20

30

40

50

60

Sw

ed

en

Fin

lan

d

Den

mark

Norw

ay

Un

ited

Kin

gd

om

Neth

erla

nd

s

Malt

a

Korea

Esto

nia

Irela

nd

Latv

ia

Fran

ce

Lu

xem

bo

urg

Averag

e

Cro

ati

a

Czech

Rep

ub

lic

Slo

vak R

ep

ub

lic

Belg

ium

Germ

an

y

Au

str

ia

Po

rtu

gal

Slo

ven

ia

Greece

Ita

ly

Lit

hu

an

ia

Mo

nte

neg

ro

Hu

ng

ary

Tu

rkey

Sp

ain

Bu

lgaria

Maced

on

ia

Ro

man

ia

Alb

an

ia

Po

lan

d

Low-skilled clerical High-skilled clerical Low-skilled manual High-skilled manual Total


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

18

200

220

240

260

280

300

320

Native-born

Literacy proficiency by immigration background

200

220

240

260

280

300

320

Native-born Foreign-born - < 5 years

172


200

220

240

260

280

300

320

Native-born Foreign-born - < 5 years Foreign-born - 5 years and more

172



Some countries have made significant progress in improving skills proficiency

22

240 245 250 255 260 265 270 275 280 285 290 295 300 Score

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 million

16-24 year-olds scoring at Level 4/5

Estonia, 0.2%

Flanders (Belgium), 1%

Ireland, 0.2%

Ko

rea,

1%

7.9 million 55-65 year-

olds scoring at Level 4/5

Denmark, 0.5%

Those entering the job market Those nearing retirement


Formal education plays a key role in developing foundation skills…

25

70 50 30 10 10 30 50 70

Estonia

Poland

Korea

Ireland

Canada

Slovak Republic


Japan

Austria

United States

Average

Germany


England (UK)

Denmark

Australia

Flanders (Belgium)

Finland

Czech Republic

Norway

Sweden

Netherlands

Level 2 Level 3

Below upper secondary Tertiary

Percent Percent

Problem solving proficiency by educational attainment


… but more education does not automatically translate into better skills

27

Mean literacy proficiency and distribution of literacy scores, by educational

attainment

100 125 150 175 200 225 250 275 300 325 350 375 400

Lower than upper secondary

Upper secondary

Tertiary

Italy

Score

25th percentile

Mean 75th

percentile

Lower than upper secondary

Upper secondary

Tertiary

100 125 150 175 200 225 250 275 300 325 350 375 400

Japan

Score

28

Qualifications don’t always equal skills

Level 2 Level 1 and below


Success is increasingly about building skills beyond formal education

29

Level 2

240

250

260

270

280

290

300

310

15 20 25 30 35 40 45 50 55 60 65

Literacy skills and age

30

Age

Score

Literacy unadjusted

Numeracy unadjusted

Numeracy adjusted

Literacy adjusted

Likelihood of participating in adult education and training, by level of literacy proficiency

31

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.


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 .


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 .


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 .


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 .


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 .


Putting skills to effective use Skills will only translate into better economic and social outcomes if they are used effectively

38

Use of skills at work

1,4

1,6

1,8

2

2,2

2,4

Reading at

work Writing at

work Numeracy at

work ICT at work Problem

solving at work

Average

United States

Italy

Japan

United Kingdom

Most frequent use = 4

Least frequent use = 0

Index o

f use

The use of information-processing skills at work, by establishment size

1,4

1,6

1,8

2,0

2,2

2,4

Reading at work

Writing at work

Numeracy at work

ICT at work Problem solving

1-10 employees

11-50 employees

51-250 employees

251-1000 employees

1000+ employees

Most frequent use = 4

Least frequent use = 0

Index o

f use

0 10 20 30 40

Austria

Spain

Czech …

Ireland

Germany

Slovak …

Italy

Korea

Average

Japan

Australia

United States

Norway

UK

Flanders …

Denmark

Poland

Estonia

England

Northern …

Netherlands

Canada

Finland

Sweden Under-skilled

Over-skilled

%

Percentage of workers who are over/under qualified over/under-skilled in literacy

40 30 20 10 0

Under-

qualification

Over-qualification

%%

Labour productivity and the use of reading skills at work

Australia

Austria

Canada

Czech Republic

Denmark

Estonia

Finland

Germany Ireland

Italy

Japan

Korea

Netherlands

Norway

Poland

Slovak Republic

Spain Sweden

United States


3

3,2

3,4

3,6

3,8

4

4,2

4,4

4,6

1,5 1,6 1,7 1,8 1,9 2 2,1 2,2 2,3

(lo

g) L

ab

ou

r p

rod

ucti

vit

y

Use of reading skills at work

Slope = 1.118 (0.407) R2 = 0.296

Adjusted prediction Slope = 1.643 (0.504) R2 = 0.371

42


Equal skills don’t always imply equal opportunities Gender 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.

43

Gender gap in wages and in the use of problem-solving skills at work

44

Australia

Austria

Canada

Czech Republic

Denmark

Estonia

Finland

Germany

Ireland

Italy

Japan

Korea

Netherlands

Norway

Poland

Slovak Republic

Spain Sweden

United States

Flanders (Belgium)


0

5

10

15

20

25

30

35

-10 -5 0 5 10 15 20 25 30

Percen

tag

e d

iffe

ren

ce b

etw

een

men

’s a

nd

w

om

en

’s w

ag

es (

men

min

us w

om

en

)

Percentage difference in the use of problem-solving skills at work (men minus women)

Slope 0.840 (0.199) R2 = 0.472

Adjusted prediction Slope 0.068 (0.123) R2 = 0.015


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 .


Flexible labour-markets • Labour-market

arrangements that facilitate effective skill use and address skill mismatches

• Encourage mobility to optimise skill match .


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 .


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.

Find Out More at:

http://skills.oecd.org/skillsoutlook.htm

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