More than half a million 15-year-olds took part in the OECD’s latest global education survey, known as PISA. The main focus was on science, an increasingly important part of our economic and high performance organisatie pdf lives.
View all the recordings and presentations from the PISA Webinar Series. The OECD PISA 2018 Global Competence Framework was presented at the Harvard Graduate School of Education on 12 December 2017 at 10:00 EST. You can watch a recording of the presentation at this link. The Survey of Adult Skills: Reader’s Companion, Second Edition, describes the design and methodology of the survey and its relationship to other international assessments of young students and adults. It is a companion volume to “Skills Matter: Further Results from the Survey of Adult Skills”. Skills in Ibero-America: Insights from PISA 2015 provides an overview of the main skills challenges facing Ibero-American countries and explores the following important and relevant questions for the skills and education systems in the region: What specific skills challenges are Ibero-American countries facing today?
What are the similarities and differences in educational performance and skills amongst the countries? This paper argues that the findings and policy lessons from the project to date justify the high hopes which were placed in PIAAC when detailed planning for the project began in 2003. First, it presents a brief recap of PIAAC and its two predecessor international skills surveys. Across countries, there seems to be a strong and consistent association between general literacy proficiency and self-rated poor health, independent of prior socio-economic status and income. This paper reviews the scientific literature covering a wide range of personality characteristics, discussing their conceptualisations and main features, their relevance for important outcomes in life and work, and the chief ways they are measured.
The set of skills that is required to be a successful citizen in the 21st century is rapidly evolving. New technologies and social systems grow increasingly complex and require individuals to quickly and flexibly adapt to new and changing circumstances. Youth in Transition: How do some of the cohorts participating in PISA fare in PIAAC? 15 and 27 in the sample of countries that took part in both studies. Do socio-economic disparities in skills grow between the teenage years and young adulthood?
There is a growing literature providing evidence that not only cognitive skills but also non-cognitive skills are important for economic and social outcomes. This paper assesses the measurement properties of the Big Five and Grit scales in a large representative sample of adults in Poland. This volume collects a selection of papers from the 2nd PIAAC International conference, jointly organised by the OECD and the Dutch Government in November 2015 in Haarlem, the Netherlands. The three papers collected in this volume represent the work of scholars who were invited to present their work in the plenary session of the conference. The authors are all renowned scholars in their respective fields.
The findings are consistent with the notion that, in producing human capital, work experience substitutes formal education at the bottom of the schooling distribution. A negative partial relationship between literacy and age exists with literacy declining with age, especially after age 45. The traditional assumption is that graduate jobs are virtually coterminous with professional and managerial occupations. While many countries experienced small to modest changes in literacy proficiency between IALS and PIAAC, others saw sizeable variations, mostly on the negative side. The approach was to distinguish between disengaged and engaged response behavior by means of response time thresholds. The data reveal significant age-related differences in proficiencies, strongly suggesting that proficiency tends to “naturally” decline with age. Age differences in proficiency are, at first sight, substantial.
What does age have to do with skills proficiency? Quel rapport entre l’âge et les compétences ? The report describes the demographic and socio-economic characteristics of these populations and explores the frequency with which they engage in the reading, writing and numeracy practices. Levels of engagement in these literacy practices are then related with a number of social and economic outcomes. This report has been partly funded by the European Union.
What does low proficiency in literacy really mean? Qu’entend-on réellement par faibles compétences en littératie ? Social, Employment and Migration Working Papers, No. Vocational education and training are highly valued by many. The European Ministers for Vocational Education and Training, the European Social Partners and the European Commission have issued in 2010 the Bruges Communiqué, which describes the global vision for VET in Europe 2020.
In this vision, vocational skills and competencies are considered as important as academic skills and competencies. The causes and consequences of field-of-study mismatch An analysis using PIAAC. It is conceptually distinct from qualifications or skills mismatch, although a part of qualifications and skills mismatch results from graduates from a particular field having to downgrade to find work in another field. Adults, Computers and Problem Solving: What’s the Problem?