piaac: some things it tells us about higher education new england association of colleges conference...
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PIAAC: SOME THINGS IT TELLS US ABOUT HIGHER EDUCATIONNew England Association of Colleges Conference 2014William ThornSenior Analyst, OECD
• Briefly describe PIAAC• Give an overview of some of the
results that are relevant to higher education
Objectives
• International assessment of adults skills in ‘literacy’, ‘numeracy’ and ‘problem solving in technology-rich environments’.
• Target population: adults aged 16-65 years (i.e. born between 1946 and 1996)
• Data collection: 2011-12• 24 countries in first round (including
USA)
What is PIAAC?
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.
Problem SolvingIn Technology-rich Environments
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.
4
The skills assessed
Section Content
A Basic demographics (age, sex)B Educational attainment and participationC Labour Force status and work historyD Characteristics of current jobE Characteristics of last job (if unemployed and worked in
last 5 years)F Skill use at work (generic skills)G Skill use at work (literacy, numeracy and ICTs)H Skill use in everyday life (literacy, numeracy and ICTs)I ‘Social outcomes’ and learning strategiesJ Background characteristics (social, linguistic and
migration background and family composition)
The background questionnaire
Percentage of adults by level of educational attainment and age
16 19 22 25 28 31 34 37 40 43 46 49 52 55 58 61 640
10
20
30
40
50
60
70
80
90
100
Lower than upper secondary Upper secondaryTertiary
Age
%
Literacy mean scores by age (25-65) and educational attainment
25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65200
220
240
260
280
300
320
Lower than upper secondary Upper secondaryTertiary
Age
Mean score
Finla
nd
Nethe
rland
s
Japa
n
Fland
ers
Austria
Sweden
Norway
Germ
any
Czech
Rep
ublic
Eston
ia
Unite
d Sta
tes
Avera
ge
Franc
e
Austral
ia
Canad
a
Polan
d
Slova
k Rep
ublic
Irela
nd
Engla
nd
North
ern
Irela
nd
Korea
Denm
ark
Italy
Spain
260.0
270.0
280.0
290.0
300.0
310.0
320.0
330.0
340.0
25-2930-34
Average literacy proficiency of higher education graduates aged 25-29 and 30-34 years
Literacy proficiency by proficiency levels and educational attainment: 25-29 year olds
less than upper sec
upper sec
Isced 5-6
less than upper sec
upper sec
Isced 5-6
Unit
ed S
tate
sO
EC
D a
vera
ge
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
below lev 1 %
lev 1 %
lev 2 %
lev 3 %
lev 4/5 %
Characteristics of graduates: literacy levels 2 and below and level 3 and above
less
than u
pper
sec.
Upper
sec.
Isce
d 5
/6
Nati
ve-b
orn
and n
ati
ve-language
Nati
ve-b
orn
and f
ore
ign-language
Fore
ign-b
orn
and n
ati
ve-language
Fore
ign-b
orn
and f
ore
ign-language
less
than u
pper
sec.
Upper
sec.
Isce
d 5
/6
Nati
ve-b
orn
and n
ati
ve-language
Nati
ve-b
orn
and f
ore
ign-language
Fore
ign-b
orn
and n
ati
ve-language
Fore
ign-b
orn
and f
ore
ign-language
Male Parental educ origins Male Parental educ originsUnited States OECD average
0
10
20
30
40
50
60
70
80
90
100
below level 3 level 3 and above
Japa
n
Fland
ers (B
elgi
um)
Czech
Rep
ublic
Korea
Net
herla
nds
Slova
k Rep
ublic
Franc
e
Finla
nd
Austr
ia
Germ
any
OECD a
vera
ge
Uni
ted
State
s
Nor
ther
n Ir
elan
d (U
K)
Eston
ia
Spain
Nor
way
Swed
en
Denm
ark
Irel
and
Polan
dItal
y
Austr
alia
Canad
a
Engla
nd (U
K)1.15
1.20
1.25
1.30
1.35
1.40
1.45
1.50
Variation in literacy scores (90th/10th percentile): 25-34 year old tertiary graduates
• The literacy proficiency of higher education graduates represent the cumulative outcome of participation in education (schooling as well as higher education) as well as the impact of a range of other factors (the home environment, work, reading practices, etc.)
• Isolating the effect of participation in HE is difficult
The performance of higher education systems?
• Young people entering higher education are likely to have higher average literacy scores than their peers– Access to HE is selective on the basis of
academic performance– Students also ‘self-select’ on the basis
of interests, perceived ability, etc.
Selection effects
Selection effects
less than upper sec.
Upper secondary Isced 5/6 less than upper sec.
Upper secondary Isced 5/6
United States OECD average
200.0
220.0
240.0
260.0
280.0
300.0
320.0
340.0
Mean literacy proficiency by educational attainment and student status: adults completing highest qualification in
the previous 5 years
still student not a student
Selection effects
level 2 level 3 level 4/5 par. Educ=upp sec par. Educ=Isced 5-6lit perf (ref =1 and below) Parental education (ref=less than upper sec)
0.000
0.100
0.200
0.300
0.400
0.500
0.600
0.700
0.800
0.900Conditioned probability of access to higher edu-
cation (24-29 years)
United States OECD average
16 17 18 19 20 21 22 23 24 25 26 27 28 29260
265
270
275
280
285
290
Mean literacy score by age: 16-29 years
Proficiency growth?
• Respondents aged between 16 and 26/27 belong to PISA cohorts. – Can compare the performance of cohorts in
PISA (in 2000, 2003, 2006 and 2009) and in PIAAC in 2011/12
– Performance in PISA a reasonable predictor of performance in PIAAC (at cohort level)
• Suggests that there is less variation between countries in learning gain occurring from age 15 than up to age 15.
Proficiency gain in post-secondary education
250 260 270 280 290 300 310 320450
470
490
510
530
550
570
R² = 0.354850945908059
PISA score
Survey of Adult Skills score
Relationship between the literacy proficiency of a cohort at age 15 in 2000 and age 26/27 in 2011/12
• PIAAC provides some information on:– Cognitive style
• interest in new ideas, extent to which new information is related to what is already known
– Use of some generic skills at work• Co-operation • Planning • Influencing• Learning • Physical skills
Non-cognitive skills
Cognitive style: 25-34 year olds who completed their highest qualification less than 5 years ago
less than uppe...
upper sec
Isced 5-6
less than uppe...
upper sec
Isced 5-6
Un
ited
Sta
tes
OE
CD
ave
rag
e
0% 20% 40% 60% 80% 100%
Curiosity by educational attainment
very low low high very high
less than upper ...
upper sec
Isced 5-6
less than upper ...
upper sec
Isced 5-6
Un
ited
Sta
tes
OE
CD
ave
rag
e
Contextualisation by educational attainment
very low low high very high
Use of generic skills at work (25-34 year olds who completed their highest qualification less than 5 years ago)
less than upper sec.
upper sec
Isced 5-6
less than upper sec.
upper sec
Isced 5-6
Unit
ed S
tate
sO
EC
D a
vera
ge
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Time cooperating with co-workers
None of the time Up to a quarter of the time Up to half of the time More than half of the time All of the time
Use of generic skills at work: 25-34 year workers who completed their highest qualification less than 5 years
ago
less than uppe...
upper sec
Isced 5-6
less than uppe...
upper sec
Isced 5-6
Uni
ted
Sta
tes
OE
CD
ave
rage
Use of planning skills at work
very low low high very high
less than upper ...
upper sec
Isced 5-6
less than upper ...
upper sec
Isced 5-6
Uni
ted
Sta
tes
OE
CD
ave
rage
Use of influencing skills at work
very low low high very high
Find Out More About PIAAC at:
www.oecd.org/site/piaac All national and international publications
The complete micro-level database
Emailwilliam.thorn@oecd.org
Thank you
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